spanish i ap curriculum guide - loudoun county public ... · si.1.1 use basic greetings, farewells,...

LOUDOUN COUNTY PUBLIC SCHOOLS

Spanish I ‐ AP Curriculum Guide

World Languages and Cultures

2016‐2017

of 123

ACCORDING TO MODES OF COMMUNICATION

The three modes of communication provide the organizing principle for describing language performance across three ranges of performance: Novice, Intermediate, and Advanced. The ACTFL Proficiency Guidelines were developed for purposes of assessment across four skills (listening, speaking, reading, and writing) and originated prior to the Standards. The 2012 revision of the Proficiency Guidelines considers how each skill is used, for example, describing both interpersonal and presentational aspects of speaking. The Performance Descriptors embrace the communicative purpose behind the three modes of communication, describing how a language learner performs to achieve each communicative purpose: interpersonal, interpretive, and presentational. The language functions are appropriately matched to the mode of communication (e.g., in the Intermediate range, a hallmark function for Interpersonal is the ability to ask, understand, and answer questions; for Interpretive, a key function is to comprehend main ideas and identify some supporting details; for Presentational, an essential function is the ability to present information by creating with language). One can also observe significant differences in the communication strategies that language learners use in each of the modes.

Interpersonal Interpretive PresentationalActive negotiation of meaning among individuals

Interpretation of what the author, speaker, or producer wants the receiver of the message to understand

Creation of messages

Participants observe and monitor one another to see how their meanings and intentions are being communicated.

One‐way communication with no recourse to the active negotiation of meaning with the writer, speaker, or producer

One‐way communication intended to facilitate interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists.

Adjustments and clarifications are made accordingly.

Interpretation differs from comprehension and translation in that interpretation implies the ability to read (or listen or view) “between the lines,” including understanding from within the cultural mindset or perspective

To ensure the intended audience is successful in its interpretation, the “presenter” needs knowledge of the audience’s language and culture

Speaking and listening (conversation); reading and writing (text messages or via social media)

Reading (websites, stories, articles), listening (speeches, messages, songs), or viewing (video clips) of authentic materials

Writing (messages, articles, reports), speaking (telling a story, giving a speech, describing a poster), or visually representing (video or PowerPoint)

*Page 8 from ACTFL Performance Descriptors for Language Learners © ACTFL, Inc., 2012

of 123

Spanish I Curriculum Guide World Languages and Cultures

2016‐2017

of 123

AP THEME: PERSONAL AND PUBLIC IDENTITIES AP SUBTHEME: Language and Identity SPANISH I QUARTER 1: Unit 1: Building Blocks

Recommended pacing: 1.5 Weeks (Approx. 4 LESSONS) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.

*Teach theme driven not grammar driven lessons. Virginia State Foreign Language Standards of Learning for Level: SI.1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. SI.2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. SI.2.2 Use proper formal and informal forms of address in familiar situations. SI.3.1 Identify key words, cognates and some formulaic expressions when listening and reading. SI.3.3 Follow simple instructions, such as those about classroom procedures or for using computers and other classroom technology. SI.4.1 Differentiate among basic types of statements, questions, and exclamations. SI.7.2 Identify key customs and traditions of Spanish‐speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that

demonstrate politeness. SI.10.1 Recognize cognates, genders, level‐appropriate idioms, and differences in writing systems. SI.10.2 Recognize differences in sound systems including basic sound distinctions and intonation patterns and their effects on the communication of meaning.

COMMUNICATION INTERPERSONAL MODE

‐Maintain a discussion related to greetings, farewells, and feelings ‐Discuss the alphabet, and feelings ‐Express and explain the use of the formal and informal forms to address people ‐Express opinions about feelings and emotions

INTERPRETIVE MODE ‐Demonstrate comprehension of content from authentic audio visual texts relating to greeting exchange. ‐Interpret written texts and materials on formal and informal form of address.

PRESENTATIONAL MODE ‐Produce an activity showing proper pronunciation, greetings and

CULTURES

Students demonstrate an understanding between the formal vs. the informal forms of address in Spanish speaking countries

CONNECTIONS

Talk about new vocabulary through the recognition of cognates. Similarities between Spanish and English alphabet.

Explore attitudes or feelings when reacting to gaining knowledge and understanding of other cultures.

COMPARISONS Compare and contrast the Spanish language and the cultures in the countries where it is spoken Compare and contrast the social norm of formal vs. informal address between Spanish speaking countries and the United States

COMMUNITIES Explore social issues in your own community or your school and compare them to issues in Spanish speaking communities. Identify local Spanish speaking communities and cultural events

ESSENTIAL KNOWLEDGE (Facts & Skills)

Respond to basic questions (¿Cuál es tu nombre? ¿Cómo te llamas? ¿De dónde eres? ¿Dónde vives?) Verbs ser and estar and tener Express feelings and emotions Respond to basic classroom commands Useful phrases Exchange greetings and farewells with friends or when meeting a new person. Tú vs. Usted Alphabet and pronunciation

of 123

VOCABULARY, RESOURCES, ACTIVITIES

Teachers’ vocabulary, resources, and tools available on http://loudounvision.net/ LCPS Spanish teacher exchange

ASSESSMENTS AND RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments

Suggested Interpretive Task Read, understand, and be ready to answer the questions the teacher will ask you about the reading. Notice that not all the answers may appear in the reading. You may need to infer information.

Suggested Interpersonal Task Use the A/B prompt to create a dialogue with a partner. Make sure you include everything you may require to answer the given prompt.

Suggested Presentational Task Describe a picture using the vocabulary suggested. Prepare a presentation on a given topic.

farewells, and expressing feelings and emotions.

Numbers 0‐30

of 123

AP THEME: GLOBAL CHALLENGES AP SUBTHEME: Environmental Issues SPANISH I QUARTER 1: Unit 2: The calendar, weather, time, and numbers

Recommended pacing: 1.5 Weeks (Approx. 4 LESSONS) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.

*Teach theme driven not grammar driven lessons. Virginia State Foreign Language Standards of Learning for Level: SI.1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI.2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. SI.3.1 Identify key words, cognates and some formulaic expressions when listening and reading. SI.4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. SI.5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns. SI.7.1 Identify main viewpoints of the cultures, such as those relating to the concept of time, education, transportation, and the roles of family members.


‐Maintain a discussion related to the weather, seasons and dates ‐Discuss and/or debate the weather ‐Express opinions about the weather and the seasons

INTERPRETIVE MODE ‐Demonstrate comprehension of content from authentic audio visual texts relating to the weather, dates and time. ‐Evaluate and interpret written texts and materials on weather, dates and time.

PRESENTATIONAL MODE ‐Produce an activity showing ability to talk about the weather and tell time.

CULTURES Students will demonstrate understanding on the difference in telling time and the date in Spanish speaking countries, and the perspectives on timeliness.

CONNECTIONS

Students will be able to determine the seasons between the two hemispheres.

COMPARISONS ‐Compare and contrast the seasons between hemispheres. ‐Compare and contrast the way to tell time and date between Spanish speaking countries and the United States ‐Compare the calendar (e.g. the beginning of the week) between ‐Spanish speaking countries and the United States.

COMMUNITIES ‐Explore social issues in your own community or your school and compare them to issues in Spanish speaking communities. ‐Identify local Spanish speaking communities and cultural events.


• Verbs “estar” and “hacer” • Numbers 0‐100 • Describe the weather • Telling the date • Starting the week on lunes • Telling time in analogue and digital forms

• Respond to basic interrogatives (who, what, where, when, why, how)

RESOURCES, ACTIVITIES Teachers’ vocabulary, resources, and tools available on http://loudounvision.net/ Teacher Exchange ASSESSMENTS AND RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments

Suggested Interpretive Task Read, understand, and be ready to answer the questions the teacher will ask you about the reading. Notice that not all the answers may appear in the reading. You may need to infer information.

Suggested Interpersonal Task Use the A/B prompt to create a dialogue with a partner. Make sure you include everything you may require to answer the given prompt.

Suggested Presentational Task Describe a picture using the vocabulary suggested. Prepare a presentation on a given topic.

of 123

AP THEME: CONTEMPORARY LIFE AP SUBTHEME: Leisure and Sports SPANISH I QUARTER 1 Unit 3: Likes and dislikes

Recommended pacing: 1.5 Week (3 LESSONS) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.

*Teach theme driven not grammar driven lessons. Virginia State Foreign Language Standards of Learning for Level : S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. S 3.1 Identify key words, cognates and some formulaic expressions when listening and reading. S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support. S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources.


‐Talk about preferences in leisure activities ‐Learn how to ask questions ‐Extend, accept and decline invitation ‐Express agreement and disagreement

INTERPRETIVE MODE ‐Read and listen to information about leisure activities, likes and dislikes (gustar) ‐Listen to and understand information about infinitives ‐Regular ‐ar, ‐er, ‐ir verbs

PRESENTATIONAL MODE ‐Produce an activity showing proper pronunciation, likes and dislikes in conjunction with sports and hobbies.

CULTURES/ CONNECTIONS Students research and discuss the popular hobbies and sports of their assigned Spanish speaking country.

Discuss the popularity of sports in Spanish speaking countries and their own backgrounds. Students discuss the popularity of the sports and hobbies of their assigned Spanish speaking country. Students will discuss what makes some sports and hobbies more popular than other throughout the Spanish speaking world.

COMPARISONS/ COMMUNITIES Students will discuss the differences between football and soccer and how they share the same name. Students will watch in school and at home a soccer game in Spanish and a soccer game in English and discuss in class the similarities and differences

Play soccer VS another class

ESSENTIAL KNOWLEDGE Discuss which hobbies they like, dislike and prefer. Identify sports and favorite hobbies. Express agreement or disagreement with “también” and “tampoco” Compare sports. Ni…ni

RESOURCES, ACTIVITIES: Teachers’ vocabulary, resources, and tools available on http://loudounvision.net/ Teacher exchange

of 123


Suggested Interpretive Task Read and respond to a pen pal’s letter Read cultural information about after‐school activities in Spanish speaking countries and answer questions Use a story map graphic organizer to identify parts of a story.

Suggested Interpersonal Task Create an entry on a voice thread discussion. Perform a dialog between students discussing what activities they like. Use an illustration of a sport or two as a prompt for discussion between two students. Write a response to a pen pal’s letter.

Suggested Presentational Task Create and present a display information about student’s pen pal and their country. Create and present a slideshow about your favorite activities. List all the vocabulary words to describe likes and dislikes. Write complete sentences to describe students in a Spanish speaking country.

of 123

AP THEME: PERSONAL AND PUBLIC IDENTITIES AP SUBTHEME: Language and Identity SPANISH I QUARTER 1 Unit 4: All about me

Recommended pacing: 3 Weeks (Approx. 7 LESSONS) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.

*Teach theme driven not grammar driven lessons. Virginia State Foreign Language Standards of Learning for Level : SI 1.2 Express likes and dislikes, requests, descriptions, and directions. SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI 3.1 Identify key words, cognates and some formulaic expressions when listening and reading. SI 4.1 Differentiate among basic types of statements, questions, and exclamations. SI 5 The student will present information orally and in writing in Spanish, using a variety of familiar vocabulary, phrases, and structural patterns.


‐Maintain a discussion related to what people are like ‐Discuss physical descriptions and personality traits of self and others ‐Express opinions about what people are like

INTERPRETIVE MODE ‐Demonstrate comprehension of content from authentic audio visual texts relating to personality traits and the human body. ‐Interpret written texts and materials on descriptions

PRESENTATIONAL MODE ‐Produce an activity showing proper use of adjectives when describing self and others.

CULTURES Explain how friendships are formed in Spanish‐speaking countries

CONNECTIONS

Discuss current Hispanic/American artists or famous person in the US.

COMPARISONS/ COMMUNITIES

Talk about new vocabulary through the recognition of cognates Expressing agreement or Disagreement Talk about placement of adjectives & vocabulary through recognition of Cognates Explain gender agreement rules with use of adjectives. Compare the use of possessive adjectives

ESSENTIAL KNOWLEDGE: (Facts & Skills) ‐Identify the body parts. ‐Say what hurts. ‐Name and Identify various physical characteristics ‐Identify and apply the correct gender (masculine & feminine) of nouns and adjectives ‐Definite and Indefinite Articles ‐Verb “tener”, “ser” ‐Personal pronouns ‐Respond to personal questions. ‐Use positive and negative statements to agree/disagree. ‐Respond appropriately to questions. ‐Describe you and your family members using adjectives ‐Describe pictures by using adjectives. ‐Write phrases using adjectives.

RESOURCES, ACTIVITIES: Teachers’ vocabulary, resources, and activities available on http://loudounvision.net/LCPS Spanish teacher exchange ASSESSMENTS AND RUBRICS

NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments.

Suggested Interpretive Task Create a chart/graph to demonstrate the different physical traits in the class.

Suggested Interpersonal Task Write a letter/e‐mail describing yourself. Create posters showing a body with labeled parts.

Suggested Presentational Task Give a speech to ‘incoming’ students to describe personality traits in your class Have each student create a ‘show and tell mystery bag’. Have each student give a “Según mi...(familia, amigos, etc.)” presentation

of 123


Teachers’ vocabulary, resources, and activities available on http://loudounvision.net/ LCPS Spanish teacher exchange

AP THEME: Contemporary Life AP SUBTHEME: Education SPANISH I QUARTER 2 Unit 5: The school

Recommended pacing: approximately 4 WEEKS (10 lessons) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.

*Teach theme driven not grammar driven lessons. Virginia State Foreign Language Standards of Learning for Level: S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 2.2 Use proper formal and informal forms of address in familiar situations. S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support. S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. S 5.2 Present basic information about topics such as oneself, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on present time.

COMMUNICATION INTERPERSONAL/PRESENTATIONAL

MODE ‐Talk about school schedules and subjects ‐Discuss what students do during the school day ‐Talk about location of objects and furniture in the classroom ‐Ask about who is doing an action ‐Express ownership and possession

INTERPRETIVE MODE ‐Read and listen to information regarding classroom, people, objects, furniture and the use of location words.

CULTURES / CONNECTIONS

‐Talk about uniforms and the design of physical education class

‐Students will be exposed to the various Spanish speaking countries’ school systems.

COMPARISONS ‐ Students are able to compare and contrast ‐Spanish‐speaking countries’ schools systems and their own. ‐Compare and contrast behavior in school

COMMUNITIES ‐Students create pen pal communications with a Spanish speaking student.


‐Identify classroom items. ‐Definite and indefinite articles ‐singular vs. plural nouns ‐ Express ownership using possessive adjectives ‐introduce “hay” ‐Describe the location of classroom objects. ‐Estar + preposition of location ‐Discuss school schedules. ‐Use ordinal numbers to describe their schedules. ‐Tell time. ‐Identify, talk about and describe different classes. ‐Conjugate regular ‐ar verbs. ‐Compare classes and teachers using comparative structures

of 123


Suggested Interpretive Task ‐Read a student schedule and identify courses being taken ‐Read a list of school supplies needed for the school year ‐Create a web page to showcase your school activities

Suggested Interpersonal Task ‐Play the role of teacher‐student in a dialog ‐Use adjectives of possession to tell a student how to organize his/her school supplies in their locker

Suggested Presentational Task ‐Using pictures of school supplies one student calls out vocabulary words and other student points to correct pictures ‐Make an illustrated school supply list Make a book of classes and necessary school supplies.

of 123

AP THEME: GLOBAL CHALLENGE AP SUBTHEME: Health Issues, Nutrition and Food Safety SPANISH I QUARTER 2 Unit 6: Food

Recommended pacing: 3 WEEKS (8 LESSONS) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.

*Teach theme driven not grammar driven lessons. Virginia State Foreign Language Standards of Learning for Level: S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 2.1 Initiate, sustain, and close brief oral and written exchanges with emphasis on the present time. S 3.1 Identify key words, cognates and some formulaic expressions when listening and reading. S 3.2 Comprehend simple, culturally authentic oral and written materials, such as announcements, messages, and advertisements that use familiar vocabulary and formulaic expressions with significant contextual support. S 4.1 Differentiate among basic types of statements, questions, and exclamations. S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources. S 5.2 Present basic information about topics such as oneself, family members and others, events, interests, school, recreational activities, and personal belongings with emphasis on present time.


‐Talk about preferences concerning foods and beverages ‐Talk about eating habits during different meals ‐Talk about table setting and meal customs in Spanish‐speaking cultures

INTERPRETIVE MODE ‐Listen to and understand information about food items and restaurants, table settings and meal customs during breakfast, lunch and dinner ‐Read: recipes for meals and beverages in Spanish; information about eating habits during different meals; restaurant menus; about fruits and vegetables; a restaurant review

PRESENTATIONAL MODE

CULTURES ‐Explain eating habits ‐Interpret etiquette for summoning a server; typical restaurant offerings ‐Explain the variety of foods that are unique to various Spanish speaking countries and the European and African influence.

CONNECTIONS ‐Students are able to recognize through flavor and taste various foods and their proper usages.

COMPARISONS ‐ Students are able to compare and contrast the various activities done in Spanish speaking countries to their own. ‐ Students compare and contrast the various eating habits amongst Spanish speaking countries and the United States.

COMMUNITIES ‐Students are able to order food in Spanish at a Spanish speaking restaurant in the community.


‐Talk about food (breakfast/lunch/dinner/desserts, beverages, fruits and vegetables) ‐Discuss what they like and don’t like to eat. ‐Me gusta vs. me encanta ‐Discuss “hay” and the difference between “ahí”, “hay” and ¡ay! ‐Talk about what food is healthy and how food tastes. ‐Discuss ways of staying healthy and good eating habits. ‐Conjugate regular –er and –ir verbs (comer, beber, compartir, mantener, deber) ‐Stem Changing Verbs (preferir, querer) ‐Plural of verb “gustar”

of 123


Teachers’ vocabulary, resources, and activities available on http://loudounvision.net/LCPS Spanish teacher exchange


Suggested Interpretive Task The class will read a story together, act out parts of the story to demonstrate understanding

Suggested Interpersonal Task ‐Create a skit that demonstrate knowledge of vocabulary ‐Identify pictures of vocabulary with simple word responses ‐Generate questions about the food eaten at home ‐Interview a classmate about their favorite meals ‐Role play a parent and a child during meal time ‐Make suggestions for future meals

Suggested Presentational Task ‐Use objects from vocabulary and identify them as the table is set for dinner ‐Use all the words that describe a meal scene ‐Prepare a menu ‐Prepare a skit between two students at a restaurant and present to class

‐Students present the creation of a traditional dish and its history from their assigned Spanish speaking country.

‐Students are able to research a recipe for their assigned Spanish speaking country and present to class.

of 123

VOCABULARY, RESOURCES, ACTIVITIES Teachers’ vocabulary, resources, and activities available on http://loudounvision.net/Spanish teacher exchange ASSESSMENTS AND RUBRICS

NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments

Suggested Interpretive Task ‐Read a menu and make selections for a meal. Go online to a Spanish language menu ‐Read and advertisement for several restaurants and answer questions about the content ‐Use a reaction guide to react to a reading. (What I read, what I think about what I read) *Graphic organizer on VISION

Suggested Interpersonal Task ‐Identify pictures of vocabulary with simple word responses ‐Generate questions about the topic ‐Interview a classmate about their favorite restaurant ‐Role play about placing or taking an order in a restaurant ‐Convince a group of friends where to go for dinner

Suggested Presentational Task ‐ List all the words that describe a meal scene ‐Create a comic strip including dialog in a cultural situation about food or meals

AP THEME: GLOBAL CHALLENGE AP SUBTHEME: Health Issues, Nutrition and Food Safety PANISH I QUARTER 2 Unit 7: Restaurant

Recommended pacing: 2 WEEKS (5 LESSONS) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.

*Teach theme driven not grammar driven lessons. Virginia State Foreign Language Standards of Learning for Level: S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. S 5.1 Present basic information gathered from informal conversations, class presentations, interviews, readings, and a variety of media sources.


‐ Learn how to read a menu ‐Ask to have something brought out to you ‐Table settings, meal customs

INTERPRETIVE MODE ‐ Listen to and understand information about food items and restaurants, table settings and meal customs during breakfast, lunch and dinner

PRESENTATIONAL MODE ‐Order a meal in a restaurant

CULTURES ‐ Explain eating habits

CONNECTIONS ‐Go to Hispanic food section of a grocery store and make a list of foods available

COMPARISONS/COMMUNITIES ‐Compare techniques for getting a servers attention, menu selections, typical breakfast habits ‐Discover the local availability of foods from Spanish‐speaking countries


‐Family‐ Who goes to a restaurant with you. ‐Order food in a restaurant. ‐Express need for something. ‐Talk about how food tastes. ‐Discuss breakfast, lunch, dinner, beverages, and preferences. ‐Name and identify place settings ‐Verb “gustar” when ordering food(Me gustaria) ‐Verb “querer”

of 123

AP THEME: CONTEMPORARY LIFE AP SUBTHEME: Professions, Leisure, and Sports SPANISH I QUARTER 3 Unit 8: The Community

Recommended pacing: Approximately 4 WEEKS (10 Lessons) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes.

*Teach theme driven not grammar driven lessons. Virginia State Foreign Language Standards of Learning for Level: S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather.

COMMUNICATION

INTERPERSONAL MODE ‐Talk about location in your community ‐Discuss about where you go and with whom ‐Extend, accept, and decline invitations.

INTERPRETIVE MODE ‐Understand cultural perspectives on after school activities.

PRESENTATIONAL MODE ‐Talk about activities outside school

CULTURES ‐ Talk about how students traditionally engage in activities outside school

CONNECTIONS

‐ Read sports advertisement

COMPARISONS ‐The use of ir in conjunction with a and an infinitive

COMMUNITIES ‐The opportunities in the job market for bilingual people

ESSENTIAL KNOWLEDGE (Facts & Skills) ‐Identify and talk about different locations in a community. ‐Talk about places you go in the community and what you do there. ‐Tell when during the week you go and do activities ‐Tell the time when you go and do activities. ‐Tell the time of day you go to or do activities ‐Identify professions and workplaces in your community. ‐Respond to basic interrogatives (who, what, where, when, why, how) ‐Poder + infinitive ‐Ir a + infinitive ‐Ir a + noun ‐Para + infinitive ‐Identify professions and workplaces in your community.

RESOURCES, ACTIVITIES Teachers’ vocabulary, resources, and activities available on http://loudounvision.net/ Teacher exchange ASSESSMENTS AND RUBRICS


Suggested Interpretive Task Read a map of a town and identify places indicated. Read a story about going into town.

Suggested Interpersonal Task Play the role of someone who works at a location in town. Help a customer

Suggested Presentational Task Sequence pictures to tell a story and write the captions Draw a scene from a favorite place to visit in town and talk about it Draw a map of a city and identify places

of 123

AP THEME: FAMILIES AND COMMUNITIES AP SUBTHEME: Family Structures SPANISH I QUARTER 3 Unit 9: Family

Recommended pacing: 3 WEEKS (7 LESSONS) Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the themes. *Teach theme driven not grammar driven lessons.

Virginia State Foreign Language Standards of Learning for Level: SI 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. SI 1.2 Express likes and dislikes, requests, descriptions, and directions. SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI 4.1 Differentiate among basic types of statements, questions, and exclamations. SI 4.1 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. SI 7.1 Identify main viewpoints of the cultures, such as those relating to the concept of time, education, transportation, and the roles of family members.


‐Describe your family ‐Discuss your family tree ‐Ask and tell ages ‐Express possession

INTERPRETIVE MODE ‐Read and listen to information about families ‐Understand cultural perspectives on family and celebrations

PRESENTATIONAL MODE ‐Present information about your family

CULTURES ‐Identify family structures in the US. ‐ Identify family structures in Hispanic families.

CONNECTIONS

‐Talk about new vocabulary through the recognition of cognates.

COMPARISONS /COMMUNITIES

‐Compare family ‐Compare the role of families ‐Compare the use of possessive adjectives ‐Compare the role of family members and how families interact ‐Compare the uses of tener idioms with English ‐Explain the use of diminutives in Spanish


‐Describe family and family members. ‐Describe physical characteristics and personality traits of family members. ‐Tell ages, names, likes, dislikes of family members. ‐Comparisons‐ (más, menos, menor que, mayor que) ‐Use regular verbs and irregular verbs ‐Recycle possessive Adjectives


Teachers’ vocabulary, resources, and activities available on http://loudounvision.net/ LCPS Spanish teacher exchange


Suggested Interpretive Task ‐Read a story about families

Suggested Interpersonal Task ‐Create a dialog between a parent and a child ‐Interview a student about their family structure or famous family structures

Suggested Presentational Task ‐Create a power point that demonstrates knowledge of family structure

of 123

AP THEME: CONTEMPORARY LIFE AP SUBTHEME: Holiday and Celebrations SPANISH I QUARTER 4 Unit 10: Celebrations


Virginia State Foreign Language Standards of Learning for Level: SI 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. SI 1.2 Express likes and dislikes, requests, descriptions, and directions. SI 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. SI 4.1 Differentiate among basic types of statements, questions, and exclamations. SI 4.1 Use basic culturally appropriate gestures, body language, and intonation to clarify the message. SI 7.2 Identify key customs and traditions of Spanish‐speaking cultures, such as greetings, celebrations, holiday practices, and forms of address that demonstrate politeness.


Talk about celebrations and parties

INTERPRETIVE MODE Understand cultural perspectives on family and celebrations

PRESENTATIONAL MODE Create a presentation on your favorite celebration or how you prepare a big celebration.

CULTURES/ CONNECTIONS ‐ Discuss the different celebrations from Spanish speaking countries

‐Learn why Spanish speaking countries celebrate certain events

COMPARISONS/COMMUNITIES ‐ Compare family celebrations ‐ Compare crafts


‐Identify and discuss family celebrations ‐Talk about decorations and activities at a party. ‐Describe what people do to prepare for a party. ‐Recycle family, possessive adjectives. ‐ Verb TENER


Teachers’ vocabulary, resources, and activities available on http://loudounvision.net/Spanish teacher exchange


Suggested Interpretive Task ‐Read a story about family celebrations

Suggested Interpersonal Task ‐ Dialogue between two students about their family celebrations ‐Interview a student about their family celebrations and who does what to prepare.

Suggested Presentational Task ‐Plan a class party in Spanish

of 123

AP THEME: CONTEMPORARY LIFE AP SUBTHEME: Housing and shelter SPANISH I QUARTER 4 Unit 11: House


Virginia State Foreign Language Standards of Learning for Level: S 1.1 Use basic greetings, farewells, and expressions of courtesy both orally and in writing. S 1.2 Express likes and dislikes, requests, descriptions, and directions. S 1.3 Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather. S 4.2 Use basic culturally appropriate gestures, body language, and intonation to clarify the message.


‐Talk about your bedroom ‐Describe bedroom items and electronic equipment ‐Tell where you live

INTERPRETIVE MODE ‐Identify rooms in a house ‐Name household chores ‐Understand cultural perspectives on different types of housing

PRESENTATIONAL MODE Present your ideal house or room.

CULTURES/ CONNECTIONS ‐Research house designs in Spanish speaking countries and different parts of the US. Spanish influence on architecture ‐Look at Spanish language home magazines

COMPARISONS /COMMUNITIES ‐Compare family structures ‐Compare houses/housing ‐Talk about geographic and climate influences on housing structures

ESSENTIAL KNOWLEDGE (Facts & Skills) ‐Identify and name objects in a room ‐identify and name different rooms in the house and colors. ‐Describe various rooms in a house and household objects Describe the location of different items. ‐List chores ‐ give commands (regular and irregular “tu commands”) ‐Describe what people are doing right now (present progressive). ‐Comparisons‐ mejor que, peor que, más, menos ‐Verb TENER que+infinitive

RESOURCES, ACTIVITIES Teachers’ vocabulary, resources, and activities available on http://loudounvision.net/ Teacher exchange ASSESSMENTS AND RUBRICS


Suggested Interpretive Task Look online ads for home decorating and furniture items Read real state ads from Spanish speaking countries

Suggested Interpersonal Task Create a booklet describing the rooms in your house and what chores are done there. Create a dialog between a realtor and a client who is buying a home

Suggested Presentational Task ‐Design a house based on a US location vs. a Spanish speaking country and present to class ‐Create and present a show about dream homes ‐Record a radio or TV ad for home furnishing Create a drawing of your house or bedroom to talk about what you have and where they are located

of 123

LOUDOUN COUNTY PUBLIC SCHOOLS

Spanish II Curriculum Guide World Languages and Cultures

2016‐2017

of 123
















of 123

AP THEME: Grammar review to help reinforce all AP Themes and Subthemes SPANISH II Quarter 1 Unit 1: Todo acerca de mi

Recommended pacing: 2 weeks *Teach theme driven not grammar driven lessons. Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. *Teach theme driven not grammar driven lessons.

Virginia State Foreign Language Standards of Learning for Level II: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/2014/spanish/stds_spanish1-4.pdf SII.1 The student will exchange spoken and written information and ideas in Spanish. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.

COMMUNICATION ‐Interpersonal ‐Interpretive ‐Presentational

CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

INTERPERSONAL MODE • Maintain a discussion related to basic grammar learned in level I. • Discuss and/or debate: level I topics for review. Topics can include but are not limited to restaurant, places in the community, family, celebrations, etc.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio, visual and text related to subjects presented from the previous level.

PRESENTATIONAL MODE • Produce oral and written reports on information about Spanish‐speaking countries or previously mentioned topics.

CULTURES • Explore Spanish‐speaking cultures and relationships in other countries.

CONNECTIONS • Make connections between the culture of the United States and Spanish‐speaking countries.

COMPARISONS • Compare and contrast customs between the United States and Spanish‐speaking countries.

Talk about: Aforementioned topics Vocabulary: (List on Loudoun Vision) Review level I vocabulary. Grammar: present tense verbs (regular verbs, ar, ‐er, ‐ir) verbs tener, hacer, querer, jugar, dormir, preferir, etc. stem‐changing verbs present progressive correct word order of nouns and adjectives definite articles (el, la, los, las) and indefinite articles (un, una, unos, unas) interrogative words (por qué, cuándo, dónde, etc.) transition words (después, cuando, luego, etc.)

VOCABULARY/ RESOURCES/ACTIVITIES Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

of 123

ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments

Suggested Interpretive Task Listening Exercises Reading Exercises

Suggested Interpersonal Task Students discuss with each other basic information, using grammar and vocabulary previously learned, in the target language.

Suggested Presentational Task Students will present using Power Point or poster describing about their self’s using proper vocabulary and grammar learned in level 1.

of 123

AP THEME: Contemporary Life, Science and Technology AP SUBTHEME: Education, Social Impact of Technology in the Classroom SPANISH II Quarter 1 Unit 2A: Tu Día Escolar, Classroom Items, Activities, and Rules

Recommended pacing: 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. *Teach theme driven not grammar driven lessons.

Virginia State Foreign Language Standards of Learning for Level II: SII.1 The student will exchange spoken and written information and ideas in Spanish. SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish‐speaking cultures and the ways these cultural aspects are interrelated. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish‐speaking cultures studied and the United States.



INTERPERSONAL MODE • Maintain a discussion related to: What you do in school. • Discuss and/or debate: Classroom rules, and impact of technology in the classroom. • Express and explain: Ideas using affirmative and negative words. • Express opinions and react to: School rules and customs in other countries.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to: School activities, subjects, rules, classroom items and good study habits.

PRESENTATIONAL MODE • Produce oral and written reports on: Present information about school activities, subjects, a favorite class, and rules.

CULTURES • Explore attitudes when reacting to: Student‐teacher relationships in a school setting.

CONNECTIONS • Make connections between: Grading systems in different Spanish‐speaking countries.

COMPARISONS • Compare and contrast: Rules and customs in other countries with those of your own school.

Talk about: classroom objects School activities classroom rules impact of technology in the classroom Express affirmative/negative ideas Vocabulary (List on Loudoun Vision) school activities school rules classroom objects Grammar: the verbs tener, hacer, poner, traer; phrases: ‘tener que’, ‘(no) se prohíbe’, and ‘hay que’ followed by an infinitive stem‐changing verbs affirmative/negative words

of 123

RECYCLED/ONGOING TOPICS/STRUCTURES

General review: present tense verbs; stem‐changing verbs in the present; yo‐go verbs, ser and estar, prepositions of location (al lado de, delante de, detrás de, etc); adjectives to describe the classes (aburrida, difícil, divertida, fácil, interesante, práctica, etc.); and words such as, primer piso, segundo piso, y sótano. New Grammar: expressions ‘tener que + infinitive’, ‘hay que+ infinitive’, and ‘(no)se prohíbe+ infinitive’; affirmative and negative words

RESOURCES/ACTIVITIES Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Performance Assessments

Suggested Interpretive TaskView and describe classroom pictures Listening exercises Reading Exercises

Suggested Interpersonal Task Students describe to each other their daily class schedule including the location of the classroom, the time, and what is done in the class.

Suggested Presentational Task Create a visual schedule to present. Create a graph/chart of differences between school here and in Spanish‐speaking countries. Create a visual chart of your ideal school with favorite rules.

of 123

AP THEME: Contemporary Life AP SUBTHEME: Education, Leisure, and Sports SPANISH II Quarter 1 Unit 2B: Tu Día Escolar, Extracurricular Activities


Virginia State Foreign Language Standards of Learning for Level II : SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures. SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.


CULTURES/ CONNECTIONS COMPARISONS/COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

INTERPERSONAL MODE • Maintain a discussion related to: What you do after school. • Express and explain: comparisons between people, things, or activities knowing a person vs. knowing a skill or information.• Express opinions and react to: how long has an activity been going on.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to: School activities, subjects, rules, classroom items and good study habits.

PRESENTATIONAL MODE • Produce oral and written reports on: favorite activities and pastimes.

CULTURES • Explore attitudes when reacting to: perspectives on extracurricular activities.

CONNECTIONS • Make connections between: Use of social media (e.g., facebook model) to create projects.

COMPARISONS • Compare and contrast: the different activities and sports of the US and Spanish speaking countries people and things.

Talk about: extracurricular activities places what people know (facts) or what they know how to do (skills) how long something has been going on. Vocabulary (List on Loudoun Vision) extracurricular activities Pastimes.

Grammar ‐making comparisons using ‐tan…como, and tanto(a/s)…como verbs saber, conocer, and ir expression ‘hace + time’ Understand cultural perspectives on extracurricular activities.

of 123


General review: locations such as, el gimnasio, el cine, la sala/el salon de clases, la biblioteca, el laboratorio, la oficina, etc.; the verb “ir” New Grammar: Verbs saber and conocer; Making comparisons (más/menos...que, mejor/peor...que, menor/mayor...que, tan/tanto...como); superlatives (el más/menos...de); time expressions (using hace + time + que);

Vocabulary/ RESOURCES/ ACTIVITIES Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS


Suggested Interpretive Task Create a chart/graph to demonstrate the popularity of different sports. Create a web page to showcase your school activities.

Suggested Interpersonal Task Write a letter/e‐mail describing your activities. Create posters showing favorite hobbies.

Suggested Presentational Task Create a brochure of your school activities. Give a speech to ‘incoming’ students to describe what is available.

of 123

AP THEME: Families and Communities AP SUBTHME: Customs and Ceremonies SPANISH II Quarter 2 Unit 3A: Un Evento Especial, Daily Routines and Getting Ready for a Special Event


Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish‐speaking cultures studied and the United States.



INTERPERSONAL MODE • Maintain a discussion related to: Daily routines and preparing for a special event. • Talk about: Daily routines Getting ready for a special event.

INTERPRETIVE MODE • Demonstrates comprehension of content from reading, watching and listening material relating to: daily routines and getting ready for a special events.

PRESENTATIONAL MODE • Produce an oral report on: How to prepare for a special event. Compare a special event in the US with those in a Spanish‐speaking country.

Discuss traditional Hispanic events.

COMPARISONS • Compare and contrast: different activities/events of the US and Spanish speaking countries.

Describe: getting ready for a special event Talk about: daily routines Vocabulary (List on Loudoun Vision) daily routines personal daily routine items body parts events Grammar reflexive verbs verbs ser and estar possessive adjectives (long form)

RECYCLED/ONGOING TOPICS/STRUCTURES General review: present tense, the verbs ser and estar, and telling time. New grammar structure: reflexive verbs, and possessive adjectives (long form)

of 123

RESOURCES/ ACTIVITIES Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS


Suggested Interpretive Task Reading and listening to passages of daily routines and descriptions of events. Create models to review body parts. Simón dice game

Suggested Interpersonal Task Create a personal book/video journal/power point about daily routines. Write a letter about a special event you are going to Create invitations to a special event

Suggested Presentational Task Create and present a collage of a special event you attended. Record and present a special event Create pieces of Dali/Picasso artwork with the body and present

of 123

AP THEME: Beauty and Aesthetics, Families and Communities AP SUBTHEME: Ideals of Beauty, Holidays and Celebrations SPANISH II Quarter 2 Unit 3B: Un Evento Especial, Clothing and Fashion


Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish‐speaking cultures and the ways these cultural aspects

are interrelated. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish‐speaking cultures studied and the United States.


CULTURES/ CONNECTIONS COMPARISONS/COMMUNITIES ESSENTIAL KNOWLEDGE (Facts & Skills)

INTERPERSONAL MODE • Maintain a discussion related to: Clothing and fashion. • Ask for assistance in a shopping situation • Express opinions and react to: clothing preferences fashion & fit.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio visual texts relating to: preferences in attire and personal choice.

PRESENTATIONAL MODE • Produce an oral report on: a personal fashion design identifying the clothing worn according to body parts and /or climate. • Evaluates and interprets written texts and materials on Spanish‐speaking fashion designers.

CULTURES • Investigate fashion styles and costs in Spanish‐speaking countries. • Discuss different Spanish‐speaking fashion designers.

CONNECTIONS • Make connections between fashion styles in Spanish‐speaking countries and the U.S. • Make connections between historical contexts and current attitudes towards fashion.

COMPARISONS • Compare and contrast: traditional clothing from Spanish speaking countries to the U.S.

Talk about: clothing and where to wear it fashion and materials sizing Vocabulary: (List on Loudoun Vision) clothing shopping numbers body parts Grammar: stem‐changing verbs pensar, querer, and preferir demonstrative adjectives verb ‘quedar’ to express fit

of 123

RECYCLED/ONGOING TOPICS/STRUCTURES General review: stem changing verbs pensar, querer, preferir; indefinite articles, body parts; adjective/noun agreement New grammar: Demonstrative adjectives; verb quedar to express fit.



Suggested Interpretive Task Create a chart to compare and contrast which clothes you wear in each season.

Suggested Interpersonal Task Perform a skit as someone getting dressed for a special event, and a friend.

Suggested Presentational Task Design a clothing item or a fashion according to seasons/weather and/or body parts. Give a speech on fashion design.

of 123

AP THEME: Contemporary Life, Global Challenges AP SUBTHEME: Advertising and Marketing, Economic Issues SPANISH II Quarter 2 UNIT 4: De Compras, Shopping and Prices


Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.4 The student will use verbal and nonverbal cues to interpret spoken and written texts in Spanish. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish cultures. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish‐speaking cultures and the ways these cultural aspects are interrelated SII.8 The student will use information acquired in the study of Spanish and information acquired in other subject areas to reinforce one another.



INTERPERSONAL MODE • Maintain a discussion related to shopping for clothing, gifts, and accessories in the preterite tense. • Discuss and/or debate a variety of stores. • Express opinions and react to store advertisements, clothing materials gifts, accessories, pricing.

INTERPRETIVE MODE • Demonstrate comprehension of content from authentic audio visual texts relating to shopping, clothes, gifts, and accessories in the preterite tense. • Evaluate and interpret authentic store advertisements.

PRESENTATIONAL MODE • Produce an oral or written report on traditional gifts of Spanish‐speaking countries.

CULTURES • Discuss the importance of specialty shops in Spanish‐speaking countries. • Cross Curricular‐ Reinforce mathematics skills (Currency Exchange). • Reinforce knowledge of geography.

CONNECTIONS • Make connections between historical contexts and current attitudes towards fashion and shopping.

COMPARISONS • Compare and contrast specialty shops. • Compare and contrast traditional currencies from Spanish speaking countries to the U.S.

COMMUNITIES • Explore local stores that sell products from Spanish‐speaking countries in your own community. • Identify local Spanish speaking communities and cultural events.

Describe Events in the Past Talk about: Shopping and clothing Gifts and accessories Type of stores Prices Events in the past tense Vocabulary: (List on Loudoun Vision) Shopping Gift and accessories Places to shop Prices/Numbers Grammar: Preterite tense for regular verbs, and –car/‐gar/‐zar endings Direct object pronouns Demonstrative adjectives Using adjectives as nouns

of 123

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to going to the mall.

• Make connections between clothing prices in Spanish‐speaking countries and the U.S.

Understand cultural perspectives on gift‐giving and shopping in Spanish‐speaking countries.


General Review: location and position words (a la derecha de, a la izquierda de, al lado de, cerca de, delante de, detrás de, lejos de); hace + time expressions New Grammar: Regular preterite tense, including “‐car”, “‐gar”, and “‐zar” verbs; direct object pronouns; demonstrative adjectives; and using adjectives as nouns.

RESOURCES/ ACTIVITIES Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange ASSESSMENTS/ RUBRICS NOTE: Teachers should use the appropriate CPA rubrics for speaking and writing.

Suggested Interpretive Task ‐Create a chart to compare and contrast places in which you buy gifts (internet, department stores, electronic stores, specialty stores). ‐Listen to an advertisement on the radio for a clothing store that is going out of business, and answer true and false questions about what you hear.

Suggested Interpersonal Task ‐Perform a skit as a sales clerk and a customer. ‐Describe back to school shopping experiences. ‐Create an open‐air market for different countries and have students “shop” and talk about preferences and pricing.

Suggested Interpersonal Task ‐Create a TV or radio ad for a store. ‐Create a poster to illustrate and describe things you bought for your boyfriend or girlfriend. ‐Write an email to a friend describing what you bought at the mall.

of 123

AP THEME: Family and Communities, Contemporary Life, Personal and Public IdentitiesAP SUBTHEME: Customs and Ceremonies, Travel, Beliefs, and Values SPANISH II Quarter 3 Unit 5A: Chores, Errands & Places in the City


Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish‐speaking cultures studied and the United States.



INTERPERSONAL MODE • Maintain a discussion related to: Experiencias en la ciudad. • Talk about: Errands you did and where you did them, Community stores and services. • Explain: Why you weren’t able to do certain errands or household chores. • Discuss: Things you have bought and where you bought them.

INTERPRETIVE MODE • Demonstrates comprehension of content from reading, watching and listening material relating to: errands in the community and household chores.

PRESENTATIONAL MODE • Produce an oral or written report on: A letter telling someone what chores they should do Interesting places in the city and what to do there.

• Shopping in open‐air markets.

COMPARISONS: • Compare and contrast: the different places in your community and those of Spanish speaking countries, such as plazas. Compare and Contrast pharmacies in Spanish Speaking Countries vs US.

Talk about: running errands in the community, where you went, what you bought, and explain why you couldn’t do a certain errand or chore Vocabulary: (List on Loudoun Vision) places around town errands and chores Grammar: Direct object pronouns Irregular preterite forms of ir, ser, hacer, tener, estar, poder, dar, ver


General review: household chores, and telling time. New grammar structure: Direct object pronouns, and Irregular preterite forms of ir, ser, hacer, tener, estar, poder, dar, ver

of 123



Suggested Interpretive Task ‐Listen and understand as people tell where they went, what they did, and give excuses.

Suggested Interpersonal Task ‐Transform the classroom into a community with locations to go and do the errands. Have students be clerks/doctors and others be the client.

Suggested Presentational Task ‐Create a booklet describing the rooms in your house and what chores are done there. ‐Create a booklet describing the places around your town and what errands you do there.

of 123

AP THEME: Personal and Public Identities, Contemporary Life AP SUBTHEME: Nationalism and Patriotism, Travel SPANISH II Quarter 3 Unit 5B: Experiences, Traveling, Vacations, Modes of Transportation, and Nationalities


Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish

cultures. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish‐speaking cultures and the ways these cultural aspects are interrelated.



INTERPERSONAL MODE • Maintain a discussion related to: Experiencias durante un viaje de vacaciones. • Talk about: ‐acitivities done on vacation ‐local attractions visited ‐modes of transportation used ‐how the trip was ‐the local people

INTERPRETIVE MODE • Demonstrates comprehension of content from reading, watching and listening material relating to: what someone did and where he went during his vacation.

PRESENTATIONAL MODE • Produce an oral or written report on: your best trip or vacation.

Compare and contrast tourist destinations in various Spanish Speaking countries.

Compare modes of transportation.

COMPARISONS: • Talk about services available to Spanish‐speakers at local tourist attractions.

Talk about : travel vacations past events Vocabulary: (List on Loudoun Vision) vacation places activities modes of transportation nationalities Grammar: Personal ‘a’ Regular and irregular preterite for the verbs aprender, salir, ver, and ir


General Review: Continued use of the regular preterite, and the irregular preterite of the verbs “ir/ser” New grammar: The personal ‘a’, the irregular preterite of the verb ver

RESOURCES/ ACTIVITIES Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

of 123


Suggested Interpretive Task Listen and understand as people tell where they went, and what they did during their vacation. Read and analyze train/bus/plane/cruise itineraries.

Suggested Interpersonal Task Write a letter/post card about a vacation you took. Write a letter/post card about your dream vacation. Create a scrapbook/collage about a trip. Post in “social media” about your vacation.

Suggested Presentational Task Create a travel plan, including what you need to get ready and an itinerary, and talk about how your travel actually went. Create a commercial for a vacation destination.

of 123

AP THEME: Families and Communities, Global Challenges AP SUBTHEME: Citizenship, Environmental Issues SPANISH II Quarter 3 Unit 6: Tú y Tu Comunidad


Virginia State Foreign Language Standards of Learning for Level II: SII.1 The student will exchange spoken and written information and ideas in Spanish. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.11 The student will apply Spanish language skills and cultural knowledge in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE • Maintain a discussion related to: Giving directions to get around town. • Talk about: ‐getting to places around town ‐good driving habits ‐types of transportation • Give commands to other people.

INTERPRETIVE MODE • Demonstrates comprehension of content from reading, watching and listening material relating to: driving directions and advice.

PRESENTATIONAL MODE • Produce an oral or written report on: ‐how to get from a starting point to a point of interest.

Discuss methods of transportations.

Compare and contrast Driving habits in Spanish speaking countries vs US.

Compare and contrast schools in Spanish speaking countries vs Us.

Compare and contrast health care in Spanish speaking countries vs US.

Talk about: getting around giving directions points of interest good driving habits Vocabulary: (List on Loudoun Vision) ‐asking for and giving directions ‐driving advice about driving Grammar: ‐Direct object pronouns ‐Regular and Irregular ‐affirmative tú commands ‐Present Progressive – irregular forms


General Review: Continued use of the present and preterite tenses, and local modes of transportation New grammar: Direct object pronouns; regular and irregular affirmative tú commands; present progressive – irregular forms

of 123



Suggested Interpretive Task Read and listen to advice for establishing good driving habits. Read and listen to driving directions.

Suggested Interpersonal Task Create a city map with labels Create road signs Write about things that might happen as you drive that would make you nervous.

Suggested Presentational Task Create a city map with points of interests and labels, then have the class follow your directions to the different points of interest.

of 123

AP THEME: Families and Communities AP SUBTHEME: Childhood and Adolescence, Friendship and Love SPANISH II Quarter 4 Unit 7A: Celebrando el Pasado, Childhood Activities


Virginia State Foreign Language Standards of Learning for Level II: SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish

cultures. SII.10 The student will demonstrate understanding of cultural similarities and differences between the Spanish‐speaking cultures studied and the United States.

COMMUNICATION ‐Interpersonal ‐Interpretive Presentational


INTERPERSONAL MODE Maintain a discussion related to: childhood toys, pets and activities, and to or for whom something is done. Talk about: Activities that you used to do as a child, pets, toys and games Describe what you were like as a child.

INTERPRETIVE MODE Demonstrates comprehension of content from reading, watching and listening material relating to: childhood, pets, toys, and games.

PRESENTATIONAL MODE Produce an oral or written report on: What you were like as a child and what you used to do.

Read Children’s stories, fables from Spanish speaking countries.

Compare and contrast nursery rhymes and songs in Spanish‐speaking Countries to those in the US.

Talk about: toys playing with other children what you used to do as a child what you were like as a little

kid Vocabulary: (List on Loudoun Vision) Toys Animals Childhood activities and places Behaviors and characteristics Grammar: The imperfect tense of regular verbs: jugar, hacer, vivir The imperfect tense of irregular verbs ir, ver, and ser.


New grammar: Imperfect tense of regular verbs (jugar, hacer, vivir); Imperfect vs. Perfect Preterite; Imperfect tense of irregular verbs ir, ser, ver

of 123



Suggested Interpretive Task Interpret other students’ pictures of their childhood. Create a fable for other students to read. Write captions to a story using the perfect and imperfect preterite.

Suggested Interpersonal Task Write a simple storybook (fictional or personal) to share.

Suggested Presentational Task Create a home video or slideshow.

of 123

AP THEME: Families and Communities, Personal and Public Identities, Global Challenges AP SUBTHEME: Family Structures, Beliefs and Values, Nutrition and Food Safety SPANISH II Quarter 4 Unit 7B: Celebrando el Pasado, Family, Food, and Holiday Celebrations


Virginia State Foreign Language Standards of Learning for Level II: SII.1 The student will exchange spoken and written information and ideas in Spanish. SII.2 The student will initiate, sustain, and close brief oral and written exchanges in Spanish, using familiar and recombined phrases and sentences. SII.3 The student will understand basic spoken and written Spanish presented through a variety of media in familiar contexts. SII.5 The student will present in Spanish information orally and in writing, combining learned and original language in connected sentences and paragraphs. SII.6 The student will present in Spanish rehearsed and unrehearsed material, including skits, poems, plays, short narratives, and songs that reflect Spanish

cultures. SII.7 The student will demonstrate understanding of the perspectives, practices, and products of Spanish‐speaking cultures and the ways these cultural aspects

are interrelated. COMMUNICATION

‐Interpersonal ‐Interpretive ‐Presentational CULTURES/ CONNECTIONS COMPARISONS/ COMMUNITIES ESSENTIAL KNOWLEDGE

(Facts & Skills) INTERPERSONAL MODE

• Maintain a discussion related to family members, relatives, and holiday celebrations in the past • Talk about: Family and relatives How people interact Social/holiday gatherings Foods served at certain events

INTERPRETIVE MODE • Demonstrates comprehension of content from reading, watching and listening material relating to descriptions about a person from the past, holiday celebrations and family.

PRESENTATIONAL MODE • Produce an oral or written report on or about: Holiday celebrations

Discuss traditional holidays in Spanish speaking countries.

• Compare and contrast types of foods eaten at social gatherings. Compare and contrast

celebrations in Spanish speaking countries vs US.

Talk about: Family and relatives Describe people and situations in the past How people interact Holiday celebrations Vocabulary: (List on Loudoun Vision) Family members Holiday celebrations Grammar: The imperfect tense: describing a situation in the past Using reflexives

of 123

Social gatherings Family/friends interactions Foods served at certain events RECYCLED/ONGOING TOPICS/STRUCTURES New Grammar: Imperfect tense, reflexives, “‐ito” and “‐isimo”, adjective/noun agreement (review). Present

and preterite tense (review) VOCABULARY/ RESOURCES/ ACTIVITIES Teacher resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Dramatizations

Suggested Interpersonal Task WebQuest about a Hispanic holiday, present and do a mock celebration. Celebrate as a class a special Hispanic holiday.

Suggested Presentational Task Select a Hispanic celebration and present to the class. Create a scrapbook/family photo album and illustrate pictures of family members celebrating a special holiday.

of 123

Spanish III Curriculum Guide World Languages and Cultures

2016‐2017

of 123
















of 123

AP THEME: Global Challenges AP SUBTHEME: Environmental issues SPANISH III QUARTER 1

Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme

Virginia State Foreign Language Standards of Learning for Level 3 http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtmL SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will understand spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts. SIII.5 The student will present in Spanish student‐created and culturally authentic products, such as stories, poems, and skits. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE: • Maintain a discussion related to Global Challenges. • Discuss and/or debate Natural Disasters. • Express and explain Information about natural disasters. • Express opinions and react to Past events related to natural disasters. INTERPRETIVE MODE: • Demonstrates comprehension of content from authentic audio visual texts relating to Natural disasters • Evaluates and interprets written texts and materials on Past weather and natural disasters. PRESENTATIONAL MODE: • Produce oral and written reports on Natural Disasters.

CULTURES: • Explore attitudes when reacting to Weather disasters within our community, the United States, and the world. CONNECTIONS: • Make connections between historical contexts and current attitudes towards historical weather disasters within our community, the United States, and the world. .

COMPARISONS: • Compare and contrast The educational preparedness between the United States and Spanish‐ speaking countries. COMMUNITIES: • Explore Natural Disasters and emergency preparation in your own community or your school and compare them to issues in Spanish speaking communities. • Identify local Spanish‐ speaking communities and cultural events.

Develop the ability to talk about world events, natural disasters, and relief efforts.

of 123

• Produce an activity showing The impact and effects of natural disasters in our daily lives and the environment. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to The appropriate preparation for Emergencies and Natural Disasters. USEFUL VOCABULARY

Vocabulary related to news broadcasts, newspaper articles, rescues, extreme weather events, and specific disasters such as hurricanes, floods, fires, floods, tornadoes, etc. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses.

RESOURCES/ ACTIVITIES

El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5A, Red Cross Book. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.

Oral conversations, free talk, fill out a police report/escape routes.

Dramatizations, comic strips, create a public service announcement; report on a natural disaster and effects.

of 123

AP THEME: Global Challenges AP SUBTHEME: Health issues SPANISH III QUARTER 1

Recommended pacing: 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.

*Teach theme driven not grammar driven lessons.

Virginia State Foreign Language Standards of Learning for Level 3

SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will understand spoken and written Spanish presented through a variety of media and based on new topics in familiar contexts. SIII.5 The student will present in Spanish student‐created and culturally authentic products, such as stories, poems, and skits. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language.



INTERPERSONAL MODE

• Maintain a discussion related to Global Challenges.

• Discuss and/or debate Health Issues resulting from accidents.

• Express and explain Information about an accident or emergency that occurred.

• Express opinions and react to Past events related to accidents and emergencies.

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to Natural disasters

CULTURES

• Explore attitudes when reacting to medical care and ambulance services in Spanish speaking countries.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards international health organizations, further knowledge of basic first aid within our community, the United States, and the world.

COMPARISONS

• Compare and contrast emergency medical care and ambulance services in the United States and Spanish‐ speaking countries.

COMMUNITIES

• Explore Health and accidents in your own community or your school and compare them to issues in Spanish‐ speaking communities.

• Identify local Spanish‐speaking communities and cultural events.

Develop the ability to talk about health, emergency situations, emergency medical care, and hospital visits.

of 123

• Evaluates and interprets written texts and materials on Past weather and natural disasters.

PRESENTATIONAL MODE

• Produce oral and written reports on an accident and medical emergencies. • Produce an activity showing the ways to report an accident specific to parts of the body. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to health care, insurance, alternative medicines, medical terminology. USEFUL VOCABULARY Vocabulary related to accidents (how/when occurred), emergency room, hospital, medical terminology, body

parts, treatments, and first responders. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, and imperfect progressive.

RESOURCES/ ACTIVITIES El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 5B, role playing, department of health. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task

Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.

Oral conversations, free talk, fill out a police/medical report, and basic first aid.

Dramatizations, comic strips, create a public service announcement; report on an accident that occurred.

of 123

AP THEME: Contemporary Life AP SUBTHEME: Leisure and Sports, Ideals of Beauty, & Music SPANISH III QUARTER 2




SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish‐speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE

• Maintain a discussion related to Contemporary Life.

• Discuss and/or debate beauty pageants, sports, competitions related to daily life.

• Express and explain information about sporting events and competitions.

• Express opinions and react to feelings and reactions to information about sporting events and competitions.

CULTURES

• Explore attitudes when reacting to various Hispanic sports, competitions, and competitive events.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards Past sporting events/competitions (Olympics, World Cup, etc), impact of Hispanic players in the United States.

COMPARISONS

• Compare and contrast Hispanic sporting events to U.S. sporting events.

COMMUNITIES

• Explore Sporting events in your own community or your school and compare them to issues in Spanish‐speaking communities.

Develop the ability to communicate opinions and knowledge of sports, competitions, and contests.

of 123

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to Past sporting events and competitions.

• Evaluates and interprets written texts and materials on Past sporting events and competitions.

PRESENTATIONAL MODE

• Produce oral and written reports on results of Past sporting events and competitions.

• Produce an activity showing knowledge of sports competition and contests.

• Produce an oral or written presentation

reflecting current trends and/or attitudes in

society related to interviews, reports, event results.

.

• Identify local Spanish‐speaking communities and cultural events.

USEFUL VOCABULARY Vocabulary related to athletes, sporting events, competitions, beauty pageants, and contests, different types of sports, interview and commentary vocabulary. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Review all preterite and imperfect tenses, preterite stem‐changing verbs, reflexive verbs. RESOURCES/ ACTIVITIES

El Tiempo Latino, Washington Hispanic, Spanish television programs, news reports and audio, Realidades 2 Chapter 6A, ESPN Deportes, FIFA, Disney Movie‐El Camino al Dorado (Mesoamerican Ball Competition Clip, YouTube), La Pequeña Lulu – El Concurso de Belleza (YouTube) Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

of 123


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Written dialogues, listening to: audio/video of sporting events/contests, interviews, and news broadcasts.

Oral conversations and free talk, debate about sporting events and cultural impact on society around the world.

Dramatizations, comic strips, create presentation on athletes.

of 123

AP THEME: Beauty and Aesthetics AP SUBTHEME: Ideals of Beauty, Music, Performing Arts, Social impact of technology SPANISH III QUARTER 2



Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.5 The student will present in Spanish student‐created and culturally authentic products, such as stories, poems, and skits. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish‐speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE

• Maintain a discussion related to Television and Movies.

• Discuss and/or debate movie genres and television programming.

• Express and explain Information about movie themes, plots, and television programs.

• Express opinions and react to movies and television shows (critiques)

INTERPRETIVE MODE

CULTURES

• Explore attitudes when reacting to the impact of Spanish films/ actors in the entertainment industry.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards the impact of Spanish actors in the United States and the world.

COMPARISONS

• Compare and contrast the film rating industry, award ceremonies, habits between the United States and Spanish‐speaking countries.

COMMUNITIES

• Explore Television and Movies in your own community or your school and compare them to

Develop the ability to talk about television, explain how you feel about watching television, understand cultural perspectives on television programs and movies in Spanish‐speaking countries, discuss movie plots and characters, give opinions about movies.

of 123

• Demonstrates comprehension of content from authentic audio visual texts relating to television and movies

• Evaluates and interprets written texts and materials on film reviews.

PRESENTATIONAL MODE:

• Produce oral and written reports on preferences and attitudes towards movies and television.

• Produce an activity showing the ways to express feelings regarding recently viewed films.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to movie genres and popularity of actors and actresses.

issues in Spanish‐speaking communities.

• Identify local Spanish‐ speaking communities and cultural events.

USEFUL VOCABULARY Vocabulary related to movies, rentals, actors, acting, television programs, genres, roles, scenes, characters, critiques. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to present perfect, review of verbs used with indirect object pronouns.

RESOURCES/ ACTIVITIES Spanish television programs, Realidades 2 Chapter 6B, TV Guide, People en Español, Selecciones, Disney Movie – The Incredibles, Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics. *Communicative Assessment


Written dialogues/reviews, comic strips, listening to: audio/video reviews.

Oral conversations, free talk, discuss: movies, opinions, actors, rating.

Dramatizations create a movie or trailer.

of 123

AP THEME: Families and Communities AP SUBTHEME: Customs and Values SPANISH III QUARTER 3



SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.5 The student will present in Spanish student‐created and culturally authentic products, such as stories, poems, and skits. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish‐speaking cultures. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE

• Maintain a discussion related to Meals, foods, traditional dishes, recipes, and cooking.

• Discuss and/or debate Camping and cooking outdoors vs. indoors.

• Express and explain Information about cooking and recipes.

• Express opinions and react to Traditional Hispanic foods and recipes.

CULTURES

• Explore attitudes when reacting to The traditional foods used in Hispanic dishes/recipes.

• Compare and contrast The regional cuisine of Spanish‐ speaking countries.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards Healthy eating/preparation

COMPARISONS

• Compare and contrast The traditional dishes and foods of the United States and Spanish‐ speaking countries.

COMMUNITIES

• Explore Hispanic restaurants and regional cuisine in your own community or your school.


Talk about food and cooking, tell others what not to do, describe what people generally do, understand cultural perspectives on recipes, food preparation, special foods and outdoor food vendors, discuss food and outdoor cooking, tell people what to do or not to do, indicate duration, exchange, reason, and other expressions

of 123

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to Traditional dishes and recipes. • Evaluates and interprets written texts and materials on Traditional dishes and recipes. PRESENTATIONAL MODE: • Produce oral and written reports on Recipes and traditional dishes. • Produce an activity showing How to cook a traditional dish. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to The preparation of cooking recipes.

USEFUL VOCABULARY Vocabulary related to names of foods, items in the kitchen, recipes, food preparation, outdoors, eating outdoors, describing the foods and the outdoors. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Review affirmative and negative tú commands. Introduction to affirmative and negative Usted and Ustedes commands, the impersonal se, and por vs. para.

RESOURCES/ ACTIVITIES Spanish cooking shows, Spanish recipe books, Realidades 2 Chapter 7A and 7B, Disney movie – Ratatouille. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Written dialogues, comic strips, listening to: audio/video programs and cooking shows.

Oral conversations, free talk, write an invitation for a picnic, create a menu, write an original recipe.

Dramatizations, comic strips, create advertisement for a cooking show, create an advertisement for a kitchen appliance or cooking product.

of 123

AP THEME: Contemporary Life AP SUBTHEME: Travel SPANISH III QUARTER 3



Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish‐speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.9 The student will investigate and discuss why similarities and differences exist within and among cultures. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE

• Maintain a discussion related to Travel and international travel.

• Discuss and/or debate Vacation plans and travel.

• Express and explain Information about travel reservations, airports, and flights.

• Express opinions and react to Travel recommendation.

CULTURES

• Explore attitudes when reacting to Modes of transportation in Spanish‐ speaking countries.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards International tourism and travel accommodations.

COMPARISONS

• Compare and contrast Tourist sites in the United States and Spanish ‐speaking countries.

COMMUNITIES

• Explore Travel in your own community or your school and compare them to issues in Spanish‐ speaking communities. ‐Identify local Spanish‐ speaking communities and cultural events.

Talk about visiting an airport, plan for a trip to a foreign country, read about travel destinations in Spanish‐ speaking countries, understand cultural perspectives on traveling, discuss appropriate tourist behaviors, discuss differences among hotels between the United States and Spanish‐ speaking countries, and discuss various tourist attractions

of 123

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to Vacation and travel.

• Evaluates and interprets written texts and materials on Vacation and travel recommendations.


• Produce oral and written reports on Vacation and travel recommendations.

• Produce an activity showing Tourism and Travel arrangements.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Travel reservations, airports, and flights.

to visit in different Spanish ‐speaking countries.

USEFUL VOCABULARY Vocabulary related to travel planning, flight, airport, places to visit, hotel, tourist behaviors, tourist activities, and travel expressions. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Introduce the present tense of the subjunctive (including stem changing subjunctive) and subjunctive expressions.

RESOURCES/ ACTIVITIES Authentic travel itineraries and schedules, tourist attraction brochures, ticket stubs, virtual tours online, photos of previous vacations, Realidades 2 Chapter 8A and 8B. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.


Written dialogues, comic strips, listening to: audio/video programs and news broadcasts.

Oral conversations, free talk, create a travel itinerary with travel recommendations, fill out airport and

Dramatizations, comic strips, create a commercial promoting tourism, design a poster to put in an airport stating rules and regulations for proper tourist behavior, create a

of 123

*Communicative Performance Assessments

customs forms, and perform basic first aid.

travel brochure, create a scrapbook or a Voice Thread of a past vacation.

of 123

AP THEME: Contemporary Life AP SUBTHEME: Professions ***This unit was added to the Spanish III curriculum as a brief review to reinforce the future tense. *** SPANISH III



Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish‐speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.8 The student will strengthen knowledge of English and other languages through study and analysis of increasingly complex elements of the Spanish language. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE

• Maintain a discussion related to Professions.

• Discuss and/or debate Jobs and future professions.

• Express and explain Information about various careers.

• Express opinions and react to Information about future career choices.

CULTURES

• Explore attitudes when reacting to various education systems and teenage employment in Hispanic countries.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards Future career and education choices.

COMPARISONS

• Compare and contrast Teenage employment and lifestyle in Spanish‐speaking countries to that in the United States.

COMMUNITIES

• Explore Job descriptions in your own community or your school and compare them to issues in Spanish‐ speaking communities.

Develop the ability to read and respond to a classified ad, participate in a job interview, and develop the ability to discuss plans for the future.

of 123

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to Job description and interviews.

• Evaluates and interprets written texts and materials on Job descriptions.

PRESENTATIONAL MODE

• Produce oral and written reports on Plans for the future.

• Produce an activity showing Knowledge of job descriptions.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to interviews, career and education choices.


USEFUL VOCABULARY Vocabulary related to professions, careers, and the future. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Introduction to the future tense (including the irregulars).

RESOURCES/ ACTIVITIES El tiempo latino, Washington Hispanic, Classified ads in Spanish newspapers, career center, Realidades 2 Chapter 9A. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Written dialogues, listening to: audio/video of interviews and classified ads.

Oral conversations and free talk, debate about different educational choices, future plans, and fill out job applications.

Dramatizations, comic strips, create presentation on various career and education choices, create a commercial for a job fair, and participate in a job fair.

of 123

AP THEME: Global Challenges AP SUBTHEME: Environmental Issues SPANISH III QUARTER 4



Virginia State Foreign Language Standards of Learning for Level 3 SIII.1 The student will engage in original and spontaneous oral and written communications in Spanish. SIII.2 The student will initiate, sustain, and close oral and written exchanges in Spanish, applying familiar vocabulary and structures to new situations. SIII.3 The student will comprehend spoken and written Spanish presented through a variety of media and based on new topics in familiar and unfamiliar contexts. SIII.4 The student will present information orally and in writing in Spanish, recombining familiar elements to create original sentences in paragraphs that are increasingly complex. SIII.6 The student will examine in Spanish the interrelationships among the perspectives, practices, and products of Spanish‐speaking cultures. SIII.7 The student will use Spanish to reinforce and broaden understanding of connections between Spanish and other subject areas. SIII.10 The student will apply Spanish language skills and expand cultural understanding by accessing information beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE

• Maintain a discussion related to Plants, animals, and the natural world.

• Discuss and/or debate Recycling and hopes/plans for the future.

• Express and explain Information regarding the future and environmental issues.

• Express opinions and react to Recycling and conservation practices.

CULTURES

• Explore attitudes when reacting to the impact of conversation in Spanish‐ speaking countries.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards the impact of conservation and protection of the ecosystem, wildlife, and future use of energy in the United States and the world.

COMPARISONS

• Compare and contrast the environmental impact of tourism and conservation practices in the United States and Spanish‐ speaking countries.

COMMUNITIES

• Explore Environmental Issues in your own community or your school and compare them to issues in Spanish‐ speaking communities.

Be able to make predictions about the future, express doubts about ecological issues, discuss environmental issues and possible solutions, and understand cultural perspectives on ecological problems and solutions.

of 123

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to Environmental issues.

• Evaluates and interprets written texts and materials on Recycling, conservation, and environmental concerns.


• Produce oral and written reports on Endangered animals.

• Produce an activity showing The ways conserve and protect the environment.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to Recycling and conservation practices.


USEFUL VOCABULARY Vocabulary related to Earth, energy, animals, and the environment. See attached vocabulary list.

RECYCLED/ONGOING TOPICS/STRUCTURES Review the future tense and the present tense of the subjunctive.

RESOURCES/ ACTIVITIES Realidades 2 Chapter 9B, Selecciones, Spanish television news reports (audio and visual). Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS NOTE: Teachers should develop these suggested ideas using the appropriate performance task format and CPA* writing/speaking assessment rubrics.

*Communicative Performance Assessments


Written dialogues/reviews, comic strips, listening to: audio/video on environmental concerns.

Oral conversations, free talk, discuss: recycling, conservation, endangered species.

Public service announcements, create a poster/collage advertising how to resolve some environmental issues, and debate on an issue.

of 123

Spanish IVH Curriculum Guide World Languages and Cultures

2016‐2017

of 123
















of 123

AP THEME: Contemporary Life AP SUBTHEME: Leisure and Sports, Housing and Shelter, Travel SPANISH IV QUARTER 1


Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community.



INTERPERSONAL MODE • Maintain a discussion related to camping, ecotourism, leisure activities and sports. • Discuss and/or debate camping, ecotourism, leisure activities and sports. • Express and explain camping, ecotourism, leisure activities and sports. • Express opinions and react to camping, ecotourism, leisure activities and sports.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio and visual texts relating to camping, ecotourism, leisure activities and sports.

CULTURES • Explore attitudes when reacting to ecotourism and the treatment of nature by Eco tourists.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards national parks and ecotourism.

COMPARISONS • Compare and contrast national parks.

COMMUNITIES • Explore camping/ ecotourism in your own community or your school and compare them to issues in Spanish‐ speaking communities. • Identify local Spanish‐ speaking communities and cultural events related to camping and ecotourism.

•Preterit/imperfect •Present subjunctive with verbs of influence •camping vocabulary •ecotourism vocabulary

of 123

• Evaluates and interprets written texts and materials on camping, ecotourism, leisure activities and sports.

PRESENTATIONAL MODE • Produce oral and written reports on camping, ecotourism, leisure activities and sports. • Produce an activity showing the preparation of a successful and safe camping site. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to safety and respect for the environment while camping or enjoying ecotourism. RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, outdoor vocabulary, present subjunctive RESOURCES/ ACTIVITIES

Create a brochure with how to and safety tips for a camping trip, Public Service Announcement about safe camping/ use of nature, Plan an excursion to a National Park presenting ecotourism events and activities, Stage an actual campsite in the classroom or courtyard to introduce or practice vocabulary, Websites for national parks (el Yunque ‐ http://www.fs.usda.gov/elyunque, Parques nacionales de España ‐http://reddeparquesnacionales.mma.es/parques/index.htm), http://www.ver‐taal.com/telediario.htm Research national parks, dialogues about trips, discuss weather, songs: Zambambazo.com, news about current weather events, readings from Aventuras Literarias : "Una Carta a Dios" p. 57, "Poema XXIII" p. 96, Ventanas Dos: "Al Aire Libre" p. 54, Conversación y Controversia: "Los Climas" p.. 138, Read "Los Ojos de Carmen" by Blaine Ray, Ch. 1 of Realidades 3, list of cohesive devices for writing. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Writing based on the analysis of a listening and writing source.

Simulated conversation about a camping trip.

Present a plan for 3 day itinerary to a National Park of student’s choosing.

of 123

AP THEME: Global Challenges AP SUBTHEME: Environmental Issues SPANISH IV QUARTER 1

Recommended pacing: 4 weeks

Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.

Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml

•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE

• Maintain a discussion related to conservation of the environment and where the environment is headed in the future.

• Discuss and/or debate the most important environmental issue

• Express and explain how to conserve the environment.

• Express opinions and react to the role of the individual citizen in the conservation of the environment.

CULTURES

• Explore attitudes when reacting to the conservation of the environment.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards conservation of the environment.

COMPARISONS

• Compare and contrast views towards conservation of the environment in the U.S. and Spanish‐ speaking countries.

COMMUNITIES

• Explore conservation of the environment in your own community or your school and compare them to issues in Spanish‐ speaking communities.

•Preterit/imperfect

•Present subjunctive with verbs of influence

•environment vocabulary

Future tense

of 123

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio and visual texts relating to conservation of the environment. • Evaluates and interprets written texts and materials on conservation of the environment.

PRESENTATIONAL MODE

• Produce oral and written reports on conservation of the environment. • Produce an activity showing how to reduce, reuse and recycle to conserve the environment. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to the conservation of the environment.

• Identify local Spanish‐ speaking communities and cultural events related to conservation of the environment.

RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, environmental vocabulary, present subjunctive

RESOURCES/ ACTIVITIES Internet link activity Chapter 9 http://www.fan‐bo.org/fan/ http://www.greenpeace.org/mexico/es/ http://www.ver‐taal.com/telediario.html Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Write an article for your school newspaper about how students can conserve the environment using a listening and writing source to write the article.

Simulated conversation about the environment.

Illustrated narrative expressing an endangered animal’s point of view – why is the animal endangered and what needs to be done to help change its fate.

of 123

AP THEME: Beauty and Aesthetics AP SUBTHEME: Performing Arts, Visual Arts, Contributions to World Artistic Heritages, Music, Ideals of Beauty, Architecture SPANISH IV QUARTER 2


Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity.; •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish‐speaking cultures; •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas.



INTERPERSONAL MODE

• Maintain a discussion related to different styles of art, dance, architecture and theater. • Discuss and/or debate the personal preference with regard to styles of art and music. • Express and explain how history has affected art, music, theater, architecture and dance. • Express opinions and react to a work of art (song, painting, sculpture, etc.)

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio and visual texts relating to art, dance, music, architecture, and theater.

CULTURES

• Explore attitudes when reacting to a work of art Or example of architecture

CONNECTIONS

• Make connections between historical contexts and current attitudes towards works of art or building.

COMPARISONS

• Compare and contrast views towards works of art or architecture over the years in different countries and styles.

COMMUNITIES

• Explore works of art or architecture in your own community or your school and compare them to issues in Spanish‐ speaking communities.

• Identify local Spanish ‐speaking communities and cultural events

•Preterit/imperfect •Present subjunctive with verbs of influence •art/music/theater/dance/ architecture vocabulary

of 123

• Evaluates and interprets written texts and materials on art, dance, music, architecture, and theater.

PRESENTATIONAL MODE • Produce oral and written reports on the history of art, dance, music and theater. • Produce an activity showing understanding of an artist’s style and life. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to music, art, dance and theater.

related to art, dance, theater, architecture, and music.

RECYCLED/ONGOING TOPICS/STRUCTURES Preterit/imperfect, art/dance/music/theater vocabulary, present subjunctive, ser/estar, estar + participio pasado.


Internet virtual museum ‐ www.museodelprado.es/en ; Realidades III chap. 2; Draw a famous work based on an oral description; Critical reviews of famous works; Readings from Ventanas Dos: "De Paseo por El Prado" p. 46, "Arte del Mundo Hispano" p. 60 ; art books and museum guides, list of cohesive devices for writing., http://www.ver‐taal.com/telediario.htm. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Writing based on the analysis of a listening and writing source.

Interview a student about a personal work of art.

Write an imaginary interview of a famous artist.

Research an artist (musical artist, painter, sculptor, playwright, etc.), create a work of art in the style of the artist and present a brief presentation about the artist’s life.

of 123

AP THEME: Global Challenges and Contemporary Life AP SUBTHEME: Health Issues, Nutrition and Food Safety, Leisure and Sports SPANISH IV QUARTER 3


Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtmL

•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish‐speaking cultures; •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE

• Maintain a discussion related to leading a healthy lifestyle.

• Discuss and/or debate the benefits/challenges of living a healthy lifestyle.

• Express and explain how to lead a healthy lifestyle and the changes one may have to make with regard to nutrition/exercise.

• Express opinions and react to global health issues, exercise, and the different diets available.

CULTURES

• Explore attitudes when reacting to differing diet/exercise plans.

CONNECTIONS

• Make connections between eating right and exercise and how it affects lifestyle, mood, etc.

COMPARISONS

• Compare and contrast views towards diet and exercise.

COMMUNITIES

• Explore different nutrition/exercise plans.

• Identify local Spanish‐ speaking communities and cultural events related to nutrition and exercise.

Commands Subjunctive Direct/Indirect Object

Pronouns used separately.

of 123

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio and visual texts relating to diet and exercise.

• Evaluates and interprets written texts and materials pertaining to nutrition and exercise.

PRESENTATIONAL MODE

• Produce oral and written reports on healthy diets or exercise plans.

• Produce an activity showing an exercise routine.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to dieting and/or the different diets available.

RECYCLED/ONGOING TOPICS/STRUCTURES Commands, Subjunctive, Direct/Indirect Object Pronouns Subjunctive, Nosotros Commands, Por/Para, Present Perfect


Movies: "Viva Cuba", “La Misma Luna”, telenovelas, Songs: "Pobre Juan" by Maná, "Mojado" & "Si el Norte fuera el Sur" by Ricardo Arjona. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Read/Listen to a conflict and then write about the two sides of the conflict or pick a side and defend it.

Give students a topic (a break‐up, misunderstanding with a best friend or parent, etc.) and have them present a dialogue in groups of two.

Write an e‐mail describing a problem/conflict to “Dear Abby” / La Doctora Corazón or respond to a pre‐written e‐mail as “Dear Abby”.

Write/Speak about a conflict they have had in their life and how they resolved it.

of 123

AP THEME: Contemporary Life AP SUBTHEME: Professions/Education SPANISH IV QUARTER 3



•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.5 The student will produce and present in Spanish either student‐created or culturally authentic essays, poetry, plays, podcasts, and stories on themes of general and personal interest. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish‐speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE • Maintain a discussion related to some type of job you would like in the future. • Discuss and/or debate the benefits/challenges of different types of jobs. • Express and explain how to apply for a job. • Express opinions and react to what it would be like to work in different jobs.

INTERPRETIVE MODE

CULTURES • Explore attitudes when reacting to types of available jobs.

CONNECTIONS • Make connections between your skill set and the type of job you want in the future.

COMPARISONS • Compare and contrast available jobs or volunteer opportunities in your community and why you would/would not like to do them.

COMMUNITIES • Explore jobs and volunteer opportunities.

Subjunctive Future Conditional Perfect tenses Demonstrative pronouns

of 123

• Demonstrates comprehension of content from authentic audio and visual texts relating to employment/job choices. • Evaluates and interprets written texts and materials related to employment. PRESENTATIONAL MODE: • Produce oral and written reports on careers. • Produce an activity showing understanding of skills/abilities need for different types of jobs. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related the economy and employment..

RECYCLED/ONGOING TOPICS/STRUCTURES Subjunctive, Future, Conditional, Perfect Tenses, Demonstrative Pronouns

RESOURCES/ ACTIVITIES Classified ads in Spanish, Job applications written in Spanish that can be found online or in the community. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Read a classified ad and apply for a job citing the skills that they have that would make them a good candidate for the job.

Write a dialogue in groups of two in which one student is the employer and one is the person applying for the job.

Create a pretend job fair in the classroom.

Present information to the class about the education/experience needed for different careers.

AP THEME: Personal and Public Identities AP SUBTHEME: Beliefs and Values, Multiculturalism SPANISH IV QUARTER 4

Recommended pacing: 4 weeks



•SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish.

of 123

•SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish‐speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE • Maintain a discussion related to the role of student government in a high school. • Discuss and/or debate the rights/responsibilities of students in a high school. • Express and explain how students can make changes through student government. • Express opinions and react to the role of student government in a high school.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio and visual texts relating to student government and student rights and responsibilities. • Evaluates and interprets written texts and materials related to student government and student rights and responsibilities.

PRESENTATIONAL MODE

CULTURES • Explore attitudes when reacting to student government and student rights and responsibilities.

CONNECTIONS • Make connections between student government and student rights and responsibilities.

COMPARISONS • Compare and contrast student government and student rights and responsibilities in U.S. and Spanish‐speaking countries.

COMMUNITIES • Explore student government and student rights and responsibilities of the Spanish‐speaking world.

Present/Imperfect

Subjunctive Conditional Commands

of 123

• Produce oral and written reports on student government and student rights and responsibilities. • Produce an activity demonstrating understanding of student government and student rights and responsibilities. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related student government and student rights and responsibilities.

RECYCLED/ONGOING TOPICS/STRUCTURES present subjunctive with impersonal expressions, commands


Realidades 3‐chapter 10, newsinslowspanish.com, washingtonhispanic.com, tiempolatino.com, song: "Justicia, Tierra y Libertad" by Maná, Mock Trial, movie: "Casi Casi", list of cohesive devices for writing, book: "Vida y Muerte en la Mara Salvatrucha." Selections from Conversación y Controversia: "La pena capital...muerte" p. 141, "La popularidad" p. 32, Aventuras Literarias "Mi Raza" p. 136. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Read an election speech and listen to a related listening and answer questions related to both.

Simulated conversation – interview between old student government president and candidate for student government president.

Class election – students must present why their candidate is the best for the position of president (persuade others).

of 123

AP THEME: Science and Technology AP SUBTHEME: Discoveries and Inventions, Future Technologies, The New Media, Social Impact of Technology SPANISH IV QUARTER 4


Virginia State Foreign Language Standards of Learning for Level: http://www.doe.virginia.gov/testing/sol/standards_docs/foreign_language/index.shtml •SIV.1 The student will exchange information orally and in writing in Spanish on engage in and discuss a variety of topics in both oral and written forms of communication. •SIV.2 The student will demonstrate skills necessary to sustain extended oral and written exchanges in Spanish. •SIV.3 The student will understand spoken and written Spanish found in a variety of authentic sources. •SIV.4 The student will relate information in Spanish, combining learned and original language in oral and written presentations of extended length and complexity. •SIV.6 The student will analyze in Spanish how various perspectives reflect the practices and products of Spanish‐speaking cultures. •SIV.7 The student will demonstrate increased understanding of the connections between content studied in Spanish class and content studied in other subject areas. •SIV.8 The student will expand understanding of English and other languages through study and analysis of increasingly complex elements of the Spanish language. •SIV.9 The student will recognize and discuss aspects of cultural similarities and differences in social, economic, and political relationships in the global community. •SIV.10 The student will apply Spanish language skills more extensively and expand cultural understanding in opportunities beyond the classroom setting for recreational, educational, and occupational purposes.



INTERPERSONAL MODE • Maintain a discussion related to the future. • Discuss and/or debate new technologies. • Express and explain views on technology use in schools. • Express opinions and react to new inventions.

INTERPRETIVE MODE • Demonstrates comprehension of content from authentic audio and visual texts relating to future/technologies/professions in the future.

CULTURES • Explore attitudes when reacting to future/technologies/professions in the future.

CONNECTIONS

• Make connections between future/technologies/professions in the future.

COMPARISONS • Compare and contrast future/technologies/professions in the future in US and Spanish‐speaking countries.

COMMUNITIES • Explore future/technologies/professions in the future of the Spanish‐speaking world.

Present/Imperfect Subjunctive Future Conditional Perfect tenses Direct and Indirect Object Pronoun

of 123

• Evaluates and interprets written texts and materials related to future/technologies/professions in the future.

PRESENTATIONAL MODE • Produce oral and written reports on future/technologies/professions in the future. • Produce an activity showing understanding of future/technologies/professions in the future. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to future/technologies/professions in the future. RECYCLED/ONGOING TOPICS/STRUCTURES The present perfect, past perfect, demonstrative adjectives and pronouns, the future, direct and

indirect object pronouns RESOURCES/ ACTIVITIES

Realidades 3 Chapters 5 & 6, personal ads in newspapers, selections from Conversación y Controversia: "El año 2100", Movie, "La Misma Luna", Songs "Pobre Juan" by Maná, "Mojado" & "Si el Norte fuera el Sur" by Ricardo Arjona, list of cohesive devices for writing. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

ASSESSMENTS/ RUBRICS Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task


Read an article about technology and listen to a related audio. Answer questions about both.

Simulated conversation – conversation about future plans.

Present about what will happen in their lives in the future..

of 123

Spanish VH Curriculum Guide World Languages and Cultures

2016‐2017

of 123
















of 123

SPANISH V AP THEMES: Personal and Public Identities; Contemporary Life AP SUBTHEMES : Personal Relations, National & Ethnic Identities, Personal Belief,

Multiculturalism, Nationalism & Patriotism, Alienation & Assimilation, Language and Identity Education, Holidays & Celebrations, Current Events.

Essential Questions: How do history and geography affect language and culture? Is the desire to survive enough motivation to push forward in life? How does nationalism affect everyday life in Spain and Latin America? What have we learned from oppression, intolerance and lack of freedom?

Recommended pacing: Approximately 4.5 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.

Recommended Region(s) of Study: Spain, United States

World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S2: Students will understand and interpret spoken and written language on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation



Continue to obtain information on another’s thoughts and opinions (e.g., current social, political, or environmental issue).

Discuss advantages and disadvantages of an idea or proposed course of action.

Examine and discuss socio‐cultural elements represented via the Internet.

Infer a writer’s assumptions, purpose, or point of view in an editorial.

Read an authentic historical text and relate it to the historical period.

Interpret meaning through knowledge of cultural factors that affect meaning (e.g., word choice, intonation, setting, etc.).

Observe and record information about societal issues in the target culture through a variety of authentic texts and media.

Explore cultural components on the Internet.

Watch and listen to TV or radio broadcasts in the language studied.

Recognize roots in two languages and compare cognates.

Demonstrate how idiomatic expressions reflect culture.

Demonstrate language varieties within cultures through comparison of regional and/or social dialects.

Analyze the relationship between cultural stereotyping and its implications in different cultures.

Students will be able to address the essential question integrating the three modes of communication (interpersonal, presentational and interpretive).

of 123

USEFUL VOCABULARY Imagina pages 39 and 373. RECYCLED/ONGOING TOPICS/STRUCTURES Present tense, ser vs. estar, gustar & similar verbs, nouns & articles RESOURCES/ ACTIVITIES

Imagina Lesson 1; Imagina pages 200, 346, 364 and 366 Triángulo page 60. Movie: Al otro lado Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task The students will read (as a class lead by the teacher) Poema 20 from Imagina page 20. Have students find symbols and roles and discuss, analyze. This could be in oral or written production form.

Students will create a skit or dialogue that demonstrates knowledge of regionalism in Spain.

Students research and give a ppt. presentation of different cultural aspects of Spain. Examples: Festivals (La Tomatina, La fiesta de San Fermín, las Fallas, La Feria, San Isidro , Semana Santa, Corpus Cristi, Los Castillos, Santiago de Compostela), holidays, regions, etc.

of 123

SPANISH V AP THEMES: Global Challenges, Contemporary Life, Personal and Public Identities AP SUBTHEMES : Diversity Issues, Economic Issues, Population & Demographics, Social Conscious,

Human Rights, Peace & War, Multiculturalism, Language & Identity, Nationalism & Patriotism

Essential Questions: What are the causes and effects of migratory movements? What is the impact of drug trafficking on global economy & social issues? How can indigenous cultures influence the development of identity?


Recommended Region(s) of Study: Mexico, Guatemala, Honduras

World Languages National Standards:

S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S2: Students will understand and interpret spoken and written language on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S7: Students will demonstrate an understanding of the nature of language through comparison of that world language and their own. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.



Defend position on a given social topic. Continue to obtain information on

another’s thoughts and opinions (e.g., current social, political, or environmental issue).

Discuss advantages and disadvantages of an idea or proposed course of action.

Write an editorial on a current issue. Examine and discuss socio‐cultural

elements represented in a text (e.g. values, attitudes and beliefs).

Read with understanding written materials in target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.

Suggest possible solutions to the economic and environmental challenges faced by the target culture(s).

Observe and record information about societal issues in the target

Recognize that vocabulary conveys different meanings in various contexts.

Compare and contrast career choices and social roles in the target cultures and their own.



of 123


culture through a variety of authentic texts and media.

Demonstrate how idiomatic expressions reflect culture.

Visit local establishments/social clubs owned and managed by native speakers.

Engage in simple conversations with native‐speaker personnel at site visited.

USEFUL VOCABULARY Imagina page 77.

RECYCLED/ONGOING TOPICS/STRUCTURES Preterit tense, imperfect tense, the preterit vs. the imperfect, progressive forms, telling time


Imagina Lesson 2; Imagina pages 149 and 152.

Triángulo pages 26 and 42.

Movie: A Better Life

See VISION for resources on Guatemala, Honduras and Mexico. http://loudounvision.net/ LCPS Spanish Teacher Exchange



Students use online Spanish language newspapers to find a current event related to migration in Mexico, Guatemala and Honduras. They write an editorial in response to the event. Students later edit their writing with teacher guidance.

The students debate the advantages and disadvantages of immigration based on the information they have researched.

The students watch the movie A Better Life (or similar resource: movie, song, etc.) and speak for 2‐3 minutes from the perspective of an immigrant or a family member who has been left behind. They should include in their speech what two countries are represented and the struggles and obstacles they have to overcome in their situation.

of 123

SPANISH V AP THEMES: Global Challenges, Families & Communities, Beauty & Aesthetics AP SUBTHEMES : Peace and War, Human Rights, Social Welfare, Human Geography, Visual

and Performing Arts

Essential Questions: How do extremist groups impact political systems? What impact did the Cold War have in Latin America? How can dictatorships affect the stimulation of new ideas? What role do the media play in the globalization of perspectives, practices and products?


Recommended Region(s) of Study: El Caribe (Cuba, Puerto Rico, Dominican Republic)


S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.

COMMUNICATION -Interpersonal -Interpretive -Presentational


Write an editorial on a current issue. Examine and discuss socio‐cultural elements

represented in a text (e.g. values, attitudes and beliefs).


Apply skills of critical analysis to oral communication.

Write, review and edit own writing with teacher guidance.

Present to class information learned from research paper using technology (e.g. video, etc.).

Interpret meaning through knowledge of cultural factors that affect meaning (e.g. word choice, intonation, setting, etc.).

Describe attitudes towards money in the target culture(s).

Read with understanding written materials in the target language(s) (e.g. current periodicals) about social, political and economic issues pertinent to the target culture.

Study and analyze the cultural perspectives and practices in the films of the target culture.

Describe the regions of the target culture.




of 123

Use a map to retrace the location and involvement of terrorist cells.

Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns. Observe and record information about societal issues in the target culture through a variety of authentic texts and media.

USEFUL VOCABULARY Imagina page 117. RECYCLED/ONGOING TOPICS/STRUCTURES The subjunctive in noun clauses, object pronouns, commands, possessive adjectives and pronouns,

demonstrative adjectives and pronouns RESOURCES/ ACTIVITIES

Imagina Lesson 3 Triángulo pages 2, 119, 169, 236, and 284. Movies: Viva Cuba, En el tiempo de las mariposas Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Students research the viewpoints of an extremist group in one of the countries and complete a graphic organizer on the positive and negative effects of the group’s activities.

Students read a classmate’s editorial and respond in writing asking questions and commenting.

Students write an editorial for a newspaper, either supporting or criticizing one of the extremist groups they have researched.

of 123

SPANISH V AP THEMES: Science and Technology, Global Challenges AP SUBTHEMES: Future Technologies, Social Impact of Technology, Social Conscious Essential Questions: How can technology shape the dynamics of trade patterns and new economies?

How can we compare the political experiences of Cuba and El Salvador? What are the major commonalities and differences among the countries of Central America?

Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Recommended Region(s) of Study: Nicaragua, El Salvador, Panama

OJO: NOT COSTA RICA

World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire and use information from a variety of sources only available in the world language, using technology, print, audiovisual, media, data and human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.



Continue to obtain information on another’s thoughts and opinions (e.g. current social, political or environmental issues).

Discuss advantages and disadvantages of an idea or proposed course of action (e.g. the year‐round school, raising the age for getting a driver’s license to 18).

Proofread compositions, checking for cohesiveness, flow of ideas, and clarity of meaning.



Suggest possible solutions to economic and environmental challenges faced by the target culture(s).

Describe the regions of the target culture. Observe and record information about

societal issues in the target culture through a variety of authentic texts and media.

Read literary texts and relate them to the historical period about which or in which they were written.

Compare and contrast tangible products of the target cultures and their own (e.g. dress, toys, sports, equipment, etc.).

Recognize the contribution of other parallel cultures (e.g. Native American, African and European) to the target culture.

Plan an imaginary trip to a country of the language that includes itinerary, budget, transportation, etc.


of 123

USEFUL VOCABULARY

Imagina pages 155 and 231. Essential vocabulary for understanding the functionality of the Panama Canal: tramo, esclusas, trayecto, atajo, ingeniería

RECYCLED/ONGOING TOPICS/STRUCTURES The subjunctive in adjectival clauses, reflexive verbs, por vs. para, to become RESOURCES/ ACTIVITIES

Imagina Lesson 4. Movie: Voces Inocentes Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange Note: The use of VISION is especially important for both the Panama Canal and El Salvador


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students will read written descriptions of their classmates’ inventions (see “Presentational Task”) and, imagining they are the developers, will rank the inventions in order of perceived success.

Students will create interview questions for one of the inventors (see “Presentational task”) and then students will interview one or more classmates.

Students will create an original invention that will economically improve trade between the hemispheres and will display their poster, Blog or photo advertisement that includes visual support and a written description of their project.

of 123

SPANISH V AP THEMES: Global Challenges AP SUBTHEMES: Environmental Issues

Essential Questions: What more can be done to prevent the destruction of natural resources in Latin America? How does the all‐inclusive concept of tourism compare to ecotourism?

Recommended pacing: Approximately 2 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.

Recommended Region(s) of Study: Ecuador, Costa Rica

World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire & use information from a variety of sources available in the world language, using technology, print, audiovisual, media, data & human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.



Defend position on given social topic. Debate the value of specific cultural

traditions. Continue to obtain information on another’s

thoughts and opinions (e.g. current social, political or environmental issues).

Write and present an original story. Proofread and peer‐edit writing. Present to class information learned from

research paper using technology (e.g. video, etc.).

Continue to identify roles and responsibilities of men, women and children in the target culture(s).

Self‐monitor and self‐evaluate language use according to audience.



Compare and contrast male and female heroes from both cultures and how people celebrate their heroes (e.g. equestrian statues, legends, pictures, etc.).



Prepare article for school newspaper in target language about cultural aspects of target countries.

Establish and maintain communication with peers in the target culture.


of 123


RECYCLED/ONGOING TOPICS/STRUCTURES Future, conditional, relative pronouns, que vs. cual, neuter lo


Imagina lesson 5; Imagina page 260. Triángulo pages 11 and 204. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Students research in articles and on internet to determine how countries are responding to environmental issues. Write a summary for one country.

Students will debate the pros, cons and preferences regarding the two touristic perspectives.

Students will create a mini‐lesson on what to do and what not to do to protect and preserve the environment.

of 123

SPANISH V AP THEMES: Families and Communities, Personal and Public Identities AP SUBTHEMES: Citizenship, Family Structures, Age & Class

Essential Questions: How are families and communities affected by political oppression? What does it mean for a country to respect the human rights and freedoms of its citizens?

Recommended pacing: Approximately 2 weeks


Recommended Region(s) of Study: Chile

World Languages National Standards: S1: Students will engage in conversation, provide and obtain information, express feelings and exchange opinions. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S6: Students will acquire & use information from a variety of sources available in the world language, using technology, print, audiovisual, media, data & human resources. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.



Defend position on given social topic. Debate the value of specific cultural traditions. Continue to obtain information on another’s thoughts and opinions (e.g. current social, political or environmental issues).

Write and present an original story. Proofread and peer‐edit writing. Present to class information learned from research paper using technology (e.g. video, etc.).

Continue to identify roles and responsibilities of men, women and children in the target culture(s).

Self‐monitor and self‐evaluate language use according to audience.






Prepare article for school newspaper in target language about cultural aspects of target countries.

Establish and maintain communication with peers in the target culture.



of 123

RECYCLED/ONGOING TOPICS/STRUCTURES subjunctive in adverbial clauses, past subjunctive, comparatives and superlatives, diminutives and augmentatives RESOURCES/ ACTIVITIES

Imagina lesson 6 Triángulo pages 52, 127, 211, 245 Movie: Machuca. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Students watch Machuca and explain in writing how government policies affected the main characters.

Students will work in pairs to create an interview of a grandparent of a desaparecido or one of the military officers.

Students give a political speech in which their platform emphasizes the importance of human rights and what needs to be done in their country to protect those rights.

of 123

SPANISH V AP THEMES: Contemporary Life, Global Challenges AP SUBTHEMES : Education, Professional Careers, Economic Issues Essential Questions: Given the economic issues that we face today, would the new generation

have more or less opportunities than their parents? How does the geography of a nation impact its economy and international trade?

Recommended pacing: Approximately 4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Recommended Region(s) of Study: Bolivia, Paraguay

World Languages National Standards: S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.



Use authentic documents to compare costs of goods and services in the home (e.g. gasoline, food, shelter, etc.)

Examine and discuss socio‐cultural elements represented via the Internet.


Identify and understand organizational elements of writing (e.g. titles, paragraphs, bibliography).




Suggest possible solutions to the economic and environmental challenges faced by the target culture(s).

Identify and analyze the role of television in shaping attitudes and values in target culture(s).

Examine how target culture immigrants to the U.S. preserve their cultural traditions.

Discuss topics from other school subjects in the target language,


Compare and contrast tangible products of the target culture and their own (e.g. dress, toys, sports, equipment, etc.).

Recognize the contributions of other parallel cultures (e.g. Native American, African, and European) to the target culture.

Recognize words in the target language heard/seen outside of school (e.g. on TV – Sesame Street, on cereal boxes, etc.).


of 123

including political and historical concepts, worldwide health issues and environmental concerns.

Visit local establishments/social clubs owned and managed by native speakers.

USEFUL VOCABULARY Imagina page 267. RECYCLED/ONGOING TOPICS/STRUCTURES

present perfect, present perfect subjunctive, uses of se, past participles used as adjectives, time expressions with hacer


Imagina lesson 7 Triángulo pages 102 and 135. AP Spanish Temas Workbook page 58. Movie: Even the Rain Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students read an article on one of the trade groups (e.g. NAFTA, CAFTA, MERCOSUR, and UE). They must identify how that group has used and/or developed use of technology to impact globalization.

Students have “comment” sheets that they must move around the room to “paste/post” on each other’s Facebook pages. The creators of each “Facebook page” must respond to all comments “posted” on their profile.

Students create a Facebook profile “page”/poster for their group which they display in the classroom. They must include a description of their group and what technologies they have developed/use.

of 123

SPANISH V AP THEMES: Family and Communities, Science and Technology AP SUBTHEMES: Social Conscious, Human Geography, Effects of Technology on the Individual and Society

Essential Questions: Are all scientific and technological advances a benefit to human kind? What is the cultural impact of the invention of agricultural terraces? What aspects of the Peruvian culture result in their international fame?


Recommended Region(s) of Study: Peru


S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.




Examine and discuss socio‐cultural elements represented in text (e.g. values, attitudes and beliefs).





Describe attitudes toward money in the target culture(s).

Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Pizarro).

Discuss topics from other school subjects in the target language, including political and historical concepts, worldwide health issues and environmental concerns.






of 123


RECYCLED/ONGOING TOPICS/STRUCTURES past perfect, past perfect subjunctive, uses of the infinitive, prepositions


Imagina lesson 8. Triángulo page 110. AP Spanish Temas Workbook page 98. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Teachers make a copy of p. 295 of the Imagina book for each student or group and cut the paragraphs. Students are given the paragraphs to read and organize into a logical order and then must identify 3 sentences in the paragraphs that serve as good summaries of the article.

Students choose a place in South America inhabited by indigenous people. They imagine they are writing “back‐in‐time” to an Incan and ask any questions about the location they would like to know. Then, they pass the postcard to a friend who will take the postcard home and research the answers to the questions. They must then respond with a postcard to the author of the original postcard.

As a homework assignment, students find examples (print, video, audio) that identify the Incan influence on today’s culture (choose a specific aspect of the culture, i.e. food, education, professions, art, etc.) in South American countries.

of 123

SPANISH V AP THEMES: Global Challenges, Contemporary Life AP SUBTHEMES: Social Conscious, Entertainment & Free Time

Essential Questions: How can one find a balance between escaping everyday life to relax and the desire to stay connected 24 hours a day? How can the people of a nation resolve social conflict and recover from atrocities that have taken place in the past?


Recommended Region(s) of Study: Argentina, Uruguay


S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.










Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).







USEFUL VOCABULARY Imagina page 335. Recycle Imagina page 231.

of 123

RECYCLED/ONGOING TOPICS/STRUCTURES Future perfect, conditional perfect, si clauses, transitional expressions RESOURCES/ ACTIVITIES

Imagina lesson 9. Triángulo pages 11, 35, 76, 92 and 220. Movie: Cautiva, La historia oficial. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students read an article or watch a video from the website http://www.abuelas.org.ar/ and write a journal entry on their reaction to the article.

After watching Cautiva or La historia oficial students work in groups of three to role‐play orally a situation similar to one of those presented in the film.

Students will imagine that they have just found out that they are one of the grandchildren taken away by the military during the Videla years. They will present a two minute summary of their experience.

of 123

SPANISH V AP THEMES: Global Challenges, Contemporary Life, Personal and Public Identities AP SUBTHEMES: Social Conscious, Lifestyle, Traditions and Social Values, Global Citizenship Essential Questions: In what type of society do we want to live?

What are the benefits and challenges of multiculturalism? In what way does the behavior of an individual affect the life of a community?

Recommended pacing: Approximately 3 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme. Recommended Region(s) of Study: Colombia, Venezuela

World Languages National Standards: S2: Students will understand and interpret spoken and written language on a variety of topics. S3: Students will present information, concepts and ideas to listeners or readers on a variety of topics. S4: Students will demonstrate an understanding of the traditions, products and perspectives of the cultures studied. S5: Students will reinforce and expand their knowledge of other areas of study through the world language. S8: Students will demonstrate an understanding of the concept of culture through comparisons of the cultures studied and their own. S9: Students will use the world language both within and beyond the school setting for personal enjoyment, enrichment and active participation.










Use a map to retrace the military campaigns/journeys of famous historical/legendary figures (e.g. Charlemagne, Columbus, Napoleon, Aeneas, Odysseus, etc.).







USEFUL VOCABULARY Imagina page 373. RECYCLED/ONGOING TOPICS/STRUCTURES Passive voice, negative and affirmative expressions, summary of the indicative vs. the subjunctive, pero vs. sino RESOURCES/ ACTIVITIES

Imagina lesson 10. Imagina pages 122‐127 (cortometraje), 331‐334. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange

of 123


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students analyze the songs of Juanes (La historia de Juan, Minas piedras, A Dios le pido).

Students create a dialogue between a Chavista and an anti‐Chavista.

Students will write a three paragraph essay in which they describe the pros and cons of multiculturalism in a society.

of 123

Spanish AP Curriculum Guide World Languages and Cultures

2016‐2017

of 123
















of 123

SPANISH AP AP THEME : Families and Communities AP SUBTHEME : Friendship and Love, Family structures ¿Qué es para ti ser un(a) buen(a) amigo(a)?

Recommended pacing: 3‐4 weeks Teachers need to appropriate the number of lessons to the caliber of students in the class so long as they are being given opportunities to meet the objectives of the theme.

National Foreign Language Standards of Learning for Level AP:

COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life‐long learners by using the language for personal enjoyment and enrichment.

of 123



INTERPERSONAL MODE

• Maintain a discussion related to friendship.

• Discuss and/or debate characteristics of a good/bad friend.

• Express and explain what you would consider the ideal friend.

• Express opinions and react to betrayal by friends.

INTERPRETIVE MODE

• Demonstrates comprehension of content from authentic audio visual texts relating to love.

• Evaluates and interprets written texts and materials on relationships.

PRESENTATIONAL MODE

• Produce oral and written reports on the importance of developing a good friendship.

• Produce an activity showing the understanding of how to be a good friend.



society related to friendship.

CULTURES

• Explore attitudes when reacting to cultural differences in friendship.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards multicultural/international friendships.

.

COMPARISONS

• Compare and contrast types of friendships.

COMMUNITIES

• Explore interpersonal relationships

in your own community or your school and compare them to issues in Spanish speaking communities.

• Identify local Spanish/speaking communities and cultural events.

See vocabulary and grammar topics for the theme. Additional resources are available on VISION.

USEFUL VOCABULARY Refer to appropriate “Families and Community” vocabulary lists as provided by teacher.

of 123

RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 1 and Lección 2 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.


‐VENN diagram displaying characteristics your best friend in elementary school had and your current best friend has – what are the common characteristics that make them your best friend? ‐Students write a description of their ideal best friend. ‐Students write descriptions of when they felt betrayed by a friend. ‐Students listen to and analyze the song “Amigo” by Roberto Carlos or “Cosas del Amor” by Olga Tañon and Milly Quesada. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students will read situations dealing with friendships and will discuss the situations and their responses/viewpoints in pairs/groups.

Students will find one student who agrees with their responses/viewpoints in the class and one student who disagrees and will discuss why they agree/disagree.

Students present their viewpoints to the class in a dialogue/debate setting.

of 123

SPANISH AP AP THEME : Families and Communities AP SUBTHEME : Family Structures

¿Cómo mejoramos la vida familiar en nuestro país?

Recommended pacing: 3‐4 weeks



COMMUNICATION: Communicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

CULTURES: Gain Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

CONNECTIONS: Connect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

COMPARISONS: Develop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

COMMUNITIES: Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life‐long learners by using the language for personal enjoyment and enrichment.

of 123



INTERPERSONAL MODE

• Maintain a discussion related to the family theme.

• Discuss and/or debate issues in the family.

• Express and explain family dynamics.

• Express opinions and react to family interaction.

INTERPRETIVE MODE

• Demonstrate comprehension of content from authentic audio visual texts relating to the extended family.

• Evaluate and interpret written texts and materials on family issues.

PRESENTATIONAL MODE

• Produce oral and written reports on roles in the family.

• Produce an activity showing family dynamics.



society related to family structures.

CULTURES

• Explore attitudes when reacting to the importance of family.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards family theme.

.

COMPARISONS

• Compare and contrast family relationships in the United States and Spanish‐speaking cultures.

COMMUNITIES

• Explore family elements


• Identify local Spanish speaking communities and cultural events.


USEFUL VOCABULARY

Refer to appropriate “Families and Community” vocabulary lists as provided by teacher.

RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 3 and Lección 4 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION

of 123


Conversation about what activities promote or maintain the family unit in your culture. Reading in Continuemos page 32 “¿Eres un papá de medio tiempo?”. Listening Activity page 205 of Triangulo “Los hombres toman más en serio la paternidad”. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Students listen to and/or read a selection from and respond to content / analysis questions based on the reading.

Suggested readings/options:

La Casa en Mango Street (VISION)

Los gallinazos sin plumas (story)

Esperanza renace (http://edsitement.neh.gov/lesson‐plan/esperanza‐rising‐learning‐not‐be‐afraid‐start‐over)

Students imagine they are one of the characters from the reading selection they have done (see “Interpretive Task”) and write to one of their classmates describing their situation at the end of the story. The classmate should respond suggesting solutions as to how they can improve their situation (focusing on the family).

Students write an alternate ending to the story they have read.

of 123

SPANISH AP AP THEME : Science and Technology AP SUBTHEME : New Media, Social impact of technology

¿Cómo afecta la tecnología la vida cotidiana?




of 123



INTERPERSONAL MODE

• Maintain a discussion related to technological discoveries and inventions.

• Discuss and/or debate technological ethical questions.

• Express and explain the meaning of intellectual property.

• Express opinions and react to the social impact of technology.

INTERPRETIVE MODE

• Demonstrate comprehension of content from authentic audio visual texts relating to the “new media”.

• Evaluate and interpret written texts and materials on current research topics.

PRESENTATIONAL MODE

• Produce oral and written reports on discoveries and innovations.

• Produce an activity showing future technologies.



society related to social media.

CULTURES

• Explore attitudes when reacting to the use of technology in schools.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards old and new technology.

.

COMPARISONS

• Compare and contrast the use of technology among generations.

COMMUNITIES

• Explore technological advancements




of 123

USEFUL VOCABULARY

Refer to appropriate “Science and Technology” vocabulary lists as provided by teacher.


Refer to Lección 6 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.


Brainstorm a list of technologies teen use in everyday life Imagine what kind of technologies will exist in the future Interview different students in Spanish to find which technology or social media they use the most. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students listen to / read a recent news publication about the effect of social media in current affairs. They write structured and organized summarization notes regarding the main points discussed in the article. Example: Los indignados en España La primavera árabe El rol de la blogger Yoani Sanchez

Students use a graphic organizer that outlines in what ways different types of technology (i.e. social media) can affect daily life.

Students work in pairs/groups to choose what the most effective technology would be to spread news according to their student body. They should describe and give reasons as to why it would be the most effective in a 3‐5‐minute oral presentation.

of 123

SPANISH AP AP THEME : Beauty and Aesthetics AP SUBTHEME : Ideals of beauty

¿Qué nos permite percibir la belleza?













of 123



INTERPERSONAL MODE

• Maintain a discussion related to tourism. • Discuss and/or debate effects of tourism on Spanish‐speaking countries. • Express and explain what makes a cultural icon. • Express opinions and react to examples of the arts in Spanish‐speaking countries.

INTERPRETIVE MODE

• Demonstrate comprehension of content from authentic audio visual texts relating to the performing arts. • Evaluate and interpret written texts and materials on contributions to World Artistic Heritage.

PRESENTATIONAL MODE

• Produce oral and written reports on literature. • Produce an activity showing a visual art. • Produce an oral or written presentation reflecting current trends and/or attitudes in society related to ideals of beauty.

CULTURES

• Explore attitudes when reacting to artistic heritage.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards the performance arts.

.

COMPARISONS

• Compare and contrast traditional and modern artistic identity.

COMMUNITIES

• Explore the arts




USEFUL VOCABULARY Refer to appropriate “Beauty and Aesthetics” vocabulary lists as provided by teacher. RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 5 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.

of 123


Choose a country and research cultural highlights to use in future projects. Listening activity in Ver‐taal.com “Los turistas extranjeros en España”. http://www.ver‐taal.com/noticias_20090830_turistas.htm Complete digital activity. Activity page 97 from Triángulo “Presentación oral dos”. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange


Suggested Interpretive Task Suggested Interpersonal Task Suggested Presentational Task Students listen to / read « La Patum de Berga », declarada Patrimonio Oral e Inmaterial de la Humanidad » (AP Spanish : Preparing for the Language Examination p. 177) and answer questions related to the activity.

Students compose a dialogue between a travel agent and a tourist asking questions about the cultural components of a country that the travel agent answers.

Students plan and present a travel plan/itinerary based on the conversation they have with the “travel agent,” being sure to explain the cultural offerings of the country.

of 123

SPANISH AP AP THEME : Contemporary Life AP SUBTHEME : Rites of Passage ¿Por qué la sociedad y las distintas culturas necesitan establecer ritos de pasaje?


National Foreign Language Standards of Learning for Level AP: COMMUNICATION: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES: Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life‐long learners by using the language for personal enjoyment and enrichment.

of 123

COMMUNICATION -Interpersonal -Interpretive -Presentational


INTERPERSONAL MODE

• Maintain a discussion related to adulthood.

• Discuss and/or debate housing/shelter and independence.

• Express and explain customs related to adulthood.

• Express opinions and react to different rites of passage.

INTERPRETIVE MODE

• Demonstrate comprehension of content from authentic audio visual texts relating to becoming an adult.

• Evaluate and interpret written texts and materials on important life milestones.

PRESENTATIONAL MODE

• Produce oral and written reports on the “coming of age”.

• Produce an activity showing your family’s rites of passage.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to tradition.

CULTURES

• Explore attitudes when reacting to different cultural rites of passage.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards the idea of adulthood.

.

COMPARISONS

• Compare and contrast indigenous and non-indigenous rites of passage.

COMMUNITIES

• Explore age identity in your own community or your school and compare them to issues in Spanish speaking communities.



USEFUL VOCABULARY

Refer to appropriate “Contemporary Life” vocabulary lists as provided by teacher.


Refer to Lección 7 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.

of 123


Investigate how your own family celebrates different stages of life, and discuss in groups or pairs the similarities and differences.

Read an article about indigenous rite of passage and create your own list of principles for adulthood. http://www.desdeamerica.org.ar/pdf/texto10_ind.htm

Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Students listen to / read “¿A qué edad nos convertimos en adultos?” (A toda vela p. 79‐80) or “Las medias rojas” by Emilia Pardo Bazáan and respond to content / application questions regarding the reading.

Students write an interview to someone from another culture in their class about what their “Rites of Passage” are and then find a Spanish‐speaker in their school or community whom they can interview. (Students should verbally record their interview if resources are available. If not, they should record in writing the answers in Spanish and ask the Spanish‐speaker to sign off that the conversation took place in Spanish.)

Students write a persuasive essay citing previously researched resources answering the question, “¿Cree que los niños dejan de ser niños demasiado pronto?”

of 123

SPANISH AP AP THEME : Global Challenges AP SUBTHEME : Health Issues, Nutrition and Food Safety ¿Por qué debe prestar atención la sociedad a los problemas médicos?

Recommended pacing: 3‐4 weeks













of 123



INTERPERSONAL MODE

• Maintain a discussion related to nutrition.

• Discuss and/or debate different illnesses.

• Express and explain preventative medicine.

• Express opinions and react to home remedies.

INTERPRETIVE MODE

• Demonstrate comprehension of content from authentic audio visual texts relating to health issues.

• Evaluate and interpret written texts and materials on current health trends.

PRESENTATIONAL MODE

• Produce oral and written reports on traditional medicine.

• Produce an activity showing solutions to a health issue.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to body image.

CULTURES

• Explore attitudes when reacting to how health issues impact society.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards medical treatments.

.

COMPARISONS

• Compare and contrast traditional and current medicine.

COMMUNITIES

• Explore home remedies in your own community or your school and compare them to issues in Spanish speaking communities.



USEFUL VOCABULARY

Refer to appropriate “Global Challenges” vocabulary lists as provided by teacher.

RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 8 and Lección 9 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.

of 123


Students find a reading on a current health issue in a Spanish‐speaking country and discuss it with the class. Listen to either song “el yerberito” by Celia Cruz or “El Yerbatero” by Juanes and list and discuss homemade remedies used in Spanish‐speaking countries. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Students read “Inglaterra prohíbe la comida basura en los colegios” (A toda vela p. 162) and create a five item interactive / question‐and‐answer quiz for a classmate based on the article.

Students then orally give and take the quizzes of their classmates after the teacher has assessed the content of their creations.

Students choose a health issue that they deem to be important and develop a 2‐3 minute persuasive speech convincing their classmates to take action against the problem. They should describe the problem and specify preventative steps.

of 123

SPANISH AP AP THEME : Personal and Public Identities AP SUBTHEME : Gender and Sexuality, Multiculturalism, Beliefs and Values

¿Cómo se distingue la diferencia entre lo masculino y lo femenino en la cultura de los EE.UU. versus otras culturas hispanohablantes?




of 123



INTERPERSONAL MODE

• Maintain a discussion related to feminism.

• Discuss and/or debate machismo.

• Express and explain stereotypes.

• Express opinions and react to gender roles.

INTERPRETIVE MODE

• Demonstrate comprehension of content from authentic audio visual texts relating to gender in the media.

• Evaluate and interpret written texts and materials on multiculturalism.

PRESENTATIONAL MODE

• Produce oral and written reports on beliefs and values.

• Produce an activity showing the reversal of gender roles.

• Produce an oral or written presentation reflecting current trends and/or attitudes in society related to results of gender reversal.

CULTURES

• Explore attitudes when reacting to gender discrimination.

CONNECTIONS

• Make connections between historical contexts and current attitudes towards gender identity.

.

COMPARISONS

• Compare and contrast social values on gender.

COMMUNITIES

• Explore gender expectations




USEFUL VOCABULARY Refer to appropriate “Personal and Public Identities” vocabulary lists as provided by teacher. RECYCLED/ONGOING TOPICS/STRUCTURES Refer to Lección 10 in the “Temas gramaticales” document in the “Recursos gramaticales” folder on VISION.

of 123


Read the literature on VISION. Listen to the poem “Superwoman” on Vision and discuss feminism. Students write and present a poem of their own defending your own gender role. Teachers resources available on http://loudounvision.net/ LCPS Spanish Teacher Exchange



Students read a selection and cite comparisons / contrasts with the origins of their native countries.

Examples:

Sor Juana: “Los hombres necios”

Las de barranco

“Superwoman” by Gloria Velásquez

“Me quieres blanca” by Alfonsina Storni

Other similar literature (i.e., articles found on VISION)

Students have a roundtable debate/discussion about the roles of men and women in society and which gender is favored.

Students write a short skit to perform with puppets based on class roundtable (can reverse gender roles, exaggerate gender roles, etc.)

spanish i ap curriculum guide - loudoun county public ... · si.1.1 use basic greetings, farewells,...

Documents